
aass_lA: 

Book IJlg^AS . 

\9 19 



REPORT 
THE SURVEY OF THE 
UTICA SCHOOL SYSTEM 



BY THE 

ISTATE DEPARTMENT OP EDUCATION 



THJt UinVBKSITT OF TEX STATS OF NSW YORK 

Regent! of tb« Uairetsltr 
With jreait when tamu expire 

(Revised to November i, 1919) 

1926 Pliny T. Sexton LL.B. LL.D. Chancellor - - Palmyra 

1927 Albert Vander Veer M.D. M.A. Ph.D. LL.D. 

Vice Chancellor Albany 

1922 Chester S. Lord M.A. LL.D. - - - - -Brooklyn 

1930 WiLLLAM Nottingham M.A. Ph.D. LL.D. - - S)rracuse 

1923 Abram I. Elkus LL.B. LL.D. D.C.L. - - - New York 

1924 Adelbert Moot LL.D. -__-___ Buffalo 

1925 Charles B. Alexander M.A. LL.B. LL.D. * 

Litt.D. ------_--_-- Tuxedo \ 

1928 Walter Guest Kellogg B.A. LL.D. - - - Ogdensbur 
1920 James Byrne B.A. LL.B. LL.D. - - - _ New York 

1929 Herbert L. Bridgman M.A. ----- Brooklyn 

193 1 Thomas J. Mangan M.A. ------- Binghamt^ 

President of the TTnivenity and Commissioner of Edacation 

John H. Finley M.A. LL.D. L.H.D. 

Deputy Commissioner and Counsel 

Prank B. Gilbert B.A. 

Assistant Commissioner and Director of Professional EducatioD 

Augustus S. Downing M.A. L.H.D. LL.D. PIT' 

Assistant Commissioner for Secondary Edocatlon 

Charles F. Wheelock B.S. LL.D. 

Acting Assistant Commissioner for Elementary Education 

George M. Wiley M.A. 

Director of State Library 

James L Wyer, Jr. M.L.S. Pd.D. 

Director of Science and State Mnsenm 

John M. Clarke D.Sc. LL.D. 

Chiefs and Directors of Divisions 

Administration, Hiram C. Case 

Agricultural and Industrial Education, Lewis A. Wilson 

Archives and History, James Sullivan M.A. Ph.D. 

Attendance, James D. Sullivan 

Educational Extension, William R. Watson B.S. 

Examinations and Inspections, George M. Wiley ^ 

Law, Frank B. Gilbert B.A., Counsel 

Library School, James I. Wyer, Jr, M.L.S. Pd.D. 

School Buildings and Grounds, Frank H. Wood M.A. O 

School Libraries, Sherman Williams Pd.D. 



Vi -nal Tnstniclion. Alfred W, Abbams Ph.B 



V 

O 



^ 



no >i 



f 



L A 3 31 

U«A5 



THE UNIVERSITY OF THE STATE OF NEW YORK 

THE STATE DEPARTMENT OF EDUCATION 

This report is another practical illustration of the effort on the 
part of the State to be helpful to the several communities of the 
State in making the best possible educational provision for their 
children — each corajmunity in its best way. There has been 
most gratifying response in communities where such surveys have 
been made (as for example in Buffalo and Binghamton) through 
the cooperation of representatives oi the State Department of 
Education and the officials and teachers of the local systems, and it 
is hoped that this report will prove of even greater value to Utica 
in its development of a comprehensive, constructive program. 




Commissioner of Education 
[3] 



LIBRARY OF CONGRESS 

JUL. 191921 

DOCUMENTS DSViSION 



PREFACE 

The educational needs of our rapidly developing industrial com- 
munities can not be met except through a broad, constructive 
educational policy. The development of a school plant in terms 
of the growing needs of a city must do far more than merely pro- 
vide space for the pupils. The buildings and equipment should 
meet the demands of a modem educational program and the cur- 
riculum should insure the best possible educational opportimities. 

The survey of the Utica public school system which has been 
completed by the Department staff presents a situation which is i. 
doubt typical of many of our municipalities. The school program 
has not kept pace with the economic and industrial development 
of the community. This is true both of the school plant and equip- 
ment and of the curriculum. 

Notwithstanding the fact that several modern school buildings 
have been erected during the past decade, there are apparently 
several old buildings that should have been abandoned long ago. 
A study of the detailed report reveals conditions which this pro- 
gressive community will wish to conect immediately. There is no 
reason why the children in any section of a prosperous city should 
be compelled to attend school in old buildings erected fifty and 
sixty years ago with no modem equipment, in no sense meeting the 
requirements of a modem school plant. The situation demands 
thorough study on the part of the local authorities and civic organ- 
izations to insure the approval of a broad policy of school con- 
struction over a period of years in order that the needs of every 
part of the city may be adequately met. 

Of equal importance is the reorganization and enrichment of the 
school curriculum, expecially the work to be offered in the seventh, 
eighth and ninth years, along the lines of the intermediate school. 
In the development of the building program several schools should 
be selected as centers for the organization of schools of this type 
where the boys and girls may begin an acquaintance with some 
of the fundamental arts of the community. Utica has an unusual 
opportunity in this respect. Further diversified courses in the 
high school, technical and industrial as well as general courses, will 
be of great value in developing a more cosmopolitan type of 

15] 



6 Peeface 

secondary school, which will relate the educational program more 
closely to the community needs. 

The percentage of those foreign born in the population makes 
the educational problem of Utica unique. Two-thirds of the 
inhabitants are foreign born or the children of foreign parents. 
This is doubtless appreciated, as in some schools the problem is 
being met in part. In the further development of the school pro- 
gram much more can be done for the adult as well as for the youth. 

The organization of the health education activities has only 
begun. The work in medical inspection which has been well 
started needs wider interpretation and more generous support. The 
work in physical training is yet only in its beginnings. The super- 
vision of recreation has been too long neglected. These related 
problems are vital in the extension of the educational work. 

The school authorities and teachers gave full cooperation in the 
work of the survey and by their assistance made possible a thorough 
study of the school activities. It is hoped that the great oppor- 
tunity which the citizens of Utica have at hand to reorganize their 
school system in terms of the community needs will be appreciated. 
There appears to be an immediate opportunity for the development 
of a far-reaching constructive educational program. We trust that 
the detailed report covering the Utica school system may be help- 
ful to that community in solving the immediate educational problems 
of the city and that the general treatment of the different topics 
may be of some service to school officials and to the general public 
in meeting similar conditions in their respective commimities. 

Geo. M, Wiley 



REPORT OF THE UTICA SCHOOL SYSTEM 

PAGE 

1 Introduction 1 : 9 

2 The City of Utica 17 

3 Organization and Administration 21 

4 The School Plant : 42 

5 Supervision 72 

6 The Teaching Staff 90 

7 Course of Study and Instruction in the Elementary Schools. loi 

8 The High School 121 

9 Achievements in Fundamental Subjects Measured by 

Standard Tests 151 

10 Comparative School Costs 179 

1 1 Health Education 205 

[7] 



INTRODUCTION 

The purpose of this introduction is twofold: to present briefly 
the point of view from which the survey was made, and also to 
summarize within a few paragraphs the outstanding features of the 
school organization. The introduction is in a sense, therefore, a 
condensed presentation of the general situation as observed. The 
following chapters treat in detail the findings of the staff covering 
the organization and activities of the school system. 

The survey of the Utica school system was requested by the 
Utica Chamber of Commerce and approved by the school authori- 
ties. The resolution of the Chamber of Commerce transmitted to 
the State Department of Education under date of June 14, 191 7 
was as follows : 

Resolved, That the committee on education of the Utica Chamber of 
Commerce is pursuaded that if the New York Department of Education 
can see its way clear to an investigation and survey of educational condi- 
tions in Utica, such investigation and survey would result in increased 
information, confidence and advancement. 

In suggesting this the committee desires to be understood as having 
absolutely no prejudice on the subject and as being moved solely by a desire 
of securing for our public school system the complete confidence of our 
citizens. 

Although the board of education passed no formal resolution, it 
concurred in the request that the survey be made and directed the 
superintendent to give every assistance with the intent that a com- 
plete and constructive study of the schools might be made. 

Preliminary plans for the survey were made late in 191 7. Early 
in 1918 the schools and classrooms were visited by the Department 
specialists, the instruction observed, the achievement of the pupils 
measured, the buildings inspected, the school organization analyzed, 
and the entire school program evaluated in terms of the com- 
munity needs. The field work was completed during the school year 
ending July 1918, The organization of the material and the inter- 
pretation of the statistical information have been completed and are 
presented in the several chapters which constitute the report. 

During the progress of the work of the survey every courtesy was 
extended by the board of education, the superintendent of schools, 
principals, teachers and all others connected with the school organ- 

[9] 



10 THE UNIVERSITY OF THE STATE OF NEW YORK 

ization. Without the assistance and cooperation which were given 
it would have been impossible to carry forward the work promptly 
and effectively. 

It should be noted that the present superintendent of schools had 
just been appointed to this position from a neighboring city when 
the survey was begun. During the time the survey was being made, 
the superintendent was quite naturally studying the school system, 
the supervision of which had but recently been intrusted to him. 
The superintendent desired that the general program to be worked 
out by him for the development and extension of the school plant 
and activities might incorporate any constructive changes which the 
survey would recommend. As a part of this study he prepared the 
age-grade table which appears as an appendix of this report. 

The following paragraphs summarize in brief the features of the 
Utica school system as brought out in detail in the various chapters 
of the report. 

Utica is an important commercial, industrial and railroad center 
in central New York. The population in 191 5 was 80,589. The 
surrounding territory is one of the most prosperous agricultural 
regions of the State. A study of the population of Utica shows an 
unusually small percentage of native white inhabitants of native 
white parents. Two persons in every three in the city of Utica 
are either foreign-bom or native-born of foreign parentage. One- 
third of the foreign population is Italian. Thus, approximately^ one 
person in every ten in the city of Utica is a foreign-born Italian. 
On account of the character of the population, the educational 
problem is one of unusual interest. 

The management of the school system in the city of Utica is 
under the control of a board of education consisting of six members, 
two elected annually by popular vote, for a term of three years. 
The schools have not been handicapped in educational matters by 
frequent changes in the personnel of the board of education. The 
service has been reasonably continuous. The board is not embar- 
rassed in any degree through lack of control in financial matters. 
The board has absolute control of the budget estimates and the 
expenditures. Notwithstanding these favorable conditions which 
give every opportunity for the development of a broad, constructive 
educational policy, the board of education has given, far too much 
attention to the petty details of its business affairs. The purchasing 
of small supplies and the routine supervision of the school plant 
should be delegated to the proper administrative officers. The meet- 
ings of the board are congested with matters of administrative detail, 



REPORT- OF THE UTICA SCHOOL SYSTEM . 11 

many of which should be handled directly by the proper executive 
representatives of the board. The board is overorganized into com- 
mittees which are expected to attend to matters belonging without 
question to the experts employed by the board. The superintendent 
of schools should be the chief executive of the board in both admin- 
istrative and educational matters. The board of education gives of 
its time generously to the schools but it is so hampered in its pro- 
cedure by rule and precedent that the large and vital questions 
which concern the schools and their progress are given too little 
consideration. 

A detailed study of the school plant was made on the basis of the 
Strayer score card for school buildings.^ Considering the elemen- 
tary school buildings as a unit, they are rated 679 points out of a pos- 
sible maximum score of 1000 points. The buildings range 
individually from the complete modern plant known as the Kernan 
School to some of the old buildings which should long ago have 
been discarded for school purposes. The buildings are of various 
types, the older buildings being the study hall type of elementary 
school, popular half a century ago. On the scale of 1000 points 
for an ideal school plant, the individual building scores range from 
463 to 879 points. The lack of any definite policy in the school 
organization has resulted in unusual conditions found in the various 
types of buildings which provide for practically all grades of instruc- 
tion. In one building the work is carried through the third grade, 
in another, through the fourth, in another, through the fifth, etc., 
the different buildings providing for different grades of instruction 
with the necessarily wide variation in equipment and provision for 
the needed school activities. One of the old buildings without equip- 
ment or special facilities of any kind is a grammar school which 
registers seventh and eighth grades only. The whole situation 
regarding the school plant demands careful analysis and thorough 
study in order that a broad, constructive program may be made the 
basis of future action. School construction should not only meet 
the needs of growth and population but also provide for the larger 
educational needs of the school and of the community. 

Under the direction of the superintendent of schools there are 
five special supervisors in addition to the school principals. They 
are supervisors for music, drawing, sewing, physical training and 
kindergarten-primary work. Notwithstanding the fact that the 
special supervisors are doing good work in their respective fields, 

^ Score card for City School Buildings, by George D. Strayer, Bureau of 
Publications, Teachers College, Columbia University, New York. 



12 THE UNIVERSITY OF THE STATE OF NEW YORK 

there seems to be no broad, constructive, unified program of super- 
vision covering both elementary and secondary work in which the 
efforts of supervisors and principals are coordinated and articulated 
throughout the school system. Several of the principals are strong 
supervisors and administrative officers. Unfortunately many of 
them have a large amount of routine clerical work for which there 
is no adequate help. The principals who for one reason or another 
are not strong in their work should have the advantage of the 
suggestions of those who have met the problem more successfully. 
The organization of a council consisting of supervisors, princi- 
pals and heads of departments meeting at regular intervals for 
general discussion of school problems, would be most helpful. 

The schools have given very little attention to the manual and 
industrial arts and to home science. The effort in this direction 
seems to be weak and without definite aim. There was no super- 
vision of this work at the time of the survey. The importance of 
manual and industrial and homemaking courses in the higher ele- 
mentary grades and in the first year of the high school should be 
emphasized and these activities should be articulated with the gen- 
eral school work. The schools reflect only feebly the large part 
which the industries play in the daily life of the city. There is no 
supervision of recreation or recess periods or playground activities. 
The playgrounds are not equipped with apparatus and only occa- 
sionally was a teacher observed on the playground with the children. 
Physical training in the high school is greatly handicapped through 
the lack of any gymnasium. The work is in charge of a supervisor 
who is responsible for the physical training in all the city schools. 
The task is too great for one person. Before satisfactory results 
can be expected, equipment and apparatus- for playgrounds and a 
gymnasium for the high school must be provided as well as some 
assistance for the organization and supervision of the work. The 
medical inspection and the work of the school nurse might well be 
correlated with the physical training, as the aims and purposes are 
the same. 

The number of teachers in the Utica schools in both elementary 
and secondary grades based on the number of pupils in average 
daily attendance is normal. There is, however, an unusually large 
number of substitute teachers. These are local girls, generally with- 
out any teaching experience. The annual increase to the teaching 
staff has been largely recruited in this way. This local inbreeding 
presents a serious feature of the situation regarding the teaching 
staff. Over 70 per cent of the teaching experience of the ele- 
mentary teachers was gained in the local schools. A reasonable 



REPORT OF THE UTICA SCHOOL SYSTEM 1 3 

quota of the teachers may well be local products. The present policy 
is contrary, however, to established principles of sound educational 
administration. 

In education and in professional training, the teaching staff 
maintains a reasonably high standard. Many teachers have done 
graduate work in college or summer school. Seventy-two per cent 
of the elementary teachers are normal school graduates ; and of the 
high school teachers 63 per cent are college graduates. The median 
salary in the grades is $850 and in the high school $1150. The 
salary schedule which provides a maximum salary of $1000 in the 
elementary grades and of $1200 for classroom teachers in the high 
school might well take into consideration the growth, service and 
efforts toward increased efficiency. Many teachers are underpaid. 
The professional training required and the responsibilities of the 
work must soon compel a radical reorganization of the schedule of 
teachers' salaries in all communities. It would seem that the pro- 
bationary period in Utica is too short for the best interests of the 
schools. This might better be three years than one year. 

The course of study in the Utica elementary schools is richer and 
more flexible than the printed course would indicate. It would 
appear, however, that in order to meet adequately the needs of such 
an industrial city, the course of study needs to be enriched and made 
somewhat more flexible in order to reflect more closely the needs 
of the local community life. The course of study should be modern- 
ized in every subject in terms of the changing world and should be 
quickened by thoughtful application of the varied resources of 
Utica's own geographic, historic, economic and social situation. 
Particularly in the seventh, eighth and ninth grades it should be 
formulated with a view to helping boys and girls to find themselves. 
There is an unusual opportunity to develop a progressive inter- 
mediate school program. It is thought that probably a committee 
of principals in conference with the superintendent and with the 
aid of a few of the more efficient teachers could study the facts 
presented and, by comparison with the programs of other leading 
cities, evolve a course of study sensitive in its details to present 
changes, and adapted to the needs and conditions in the various 
sections of the city. More than this, it is thought that in order 
to secure the largest results there is need for more specialized super- 
vision in the major subjects than now obtains. There might well 
be developed a group of supervisors who could be of great assistance 
to the entire elementary staff. With the fortunate balance of ex- 
perience and youth, the sound nucleus of normal school training 



14 THE UNIVERSITY OF THE STATE OF NEW YORK 

and the generally commendable and admirable professional spirit 
of the entire teaching staff, a wise and helpful system of super- 
vision in the more important subjects would go far toward enabling 
the school system to meet its great responsibilities to the boys and 
girls of the city. 

Standard scales and tests were used in evaluating the work in the 
elementary grades in arithmetic, spelling, handwriting, composition 
and silent reading. Tests in composition and silent reading were 
also given in the high school. The results revealed wide differences 
in the abilities of pupils in the same grades. This variation in 
attainment is unusually marked in the seventh and eighth grades. 
The results indicate the need of a more definite program of super- 
vision throughout the school system. 

The age and progress records prepared by the superintendent of 
schools indicate an unusually large percentage of pupils making 
slow progress. The records show that 34 per cent of the pupils 
are making normal progress, 6 per cent are making rapid progress, 
and 60 per cent slow progress. 

The comprehensive or cosmopolitan high school is the typical 
American secondary school. A thriving industrial community 
should find its needs reflected in the high school program. The 
program of work in the Utica Free Academy has been developed 
along the line of the college preparatory course with the addition 
more recently of a well-organized commercial course. The large 
group of pupils, however, who should have a broad, general course 
or who will be directly or indirectly concerned with industrial or 
technical activities find too little in the school program related to 
their needs. The Utica high school offers no industrial or voca- 
tional courses. There is need of a more definite plan of high school 
organization. The atmosphere of the school indicates a lack of 
positive and definite control. 

There is no thought here to minimize the excellent work which 
the Utica Free Academy has done for the past half century in 
training the youth of the city for the professions and in pointing 
the way toward the college of liberal arts. The school has been a 
power in the community and has been directed by men of unusual 
culture and lasting influence. It is suggested that the great economic 
changes in our community life and the small percentage of the 
greatly increased high school enrolment who are preparing for 
college work furnish sufficient reasons for making somewhat more 
diversified our high school courses. 



REPORT OF THE UTICA SCHOOL SYSTEM 1 5 

There is immediate need of reorganizing the whole program of 
work for the seventh, eighth and ninth (first year high school) 
years, in terms of community and individual needs. The high school 
should reflect much more closely the community interests, and 
should articulate more closely with the work of the elementary 
grades. Several typical differentiated courses of study should be 
outlined and made available for high school pupils and their parents 
in considering the work best adapted to their individual purposes. 

Health education, notv/ith standing its vital importance, has no 
adequate recognition in the high school program. The work is 
seriously embarrassed through the lack of a gymnasium and 
swimming pool. 

Many cities smaller than Utica and of less area provide an auto- 
mobile for the official use of the superintendent of schools and 
the executive office in connection with the visitation of schools. 
The street car lines in Utica radiate from the commercial center 
of the city and to go from school to school by this method con- 
sumes much time. It is believed that the purchase of an auto- 
mobile for such official use would be a matter of economy and 
greatly increased service in bringing the administrative office into 
more immediate touch with the outlying schools. 

The chapter on school costs shows that Utica holds a median rank 
among the cities of New York in respect to the percentage of general 
city departmental expenses used for school maintenance. The cities 
of New York, however, show a low percentage in this respect, in 
comparison with cities of the same class in other states. It would 
appear that Utica does not use a reasonable percentage of city 
maintenance funds for her educational needs. The total cost of 
maintaining the schools of Utica for the school year 1917-18 was 
$50.96 for each pupil in average daily attendance, which was con- 
siderably below the average of the cities in New York between 
30,000 and 160,000 population. On the basis of cost of instruction, 
Utica holds a median position among these cities. Even a median 
position in support of public education is by no means a satisfactory 
standard. In cities of the size of Utica in other states, from one- 
third to one-half of the payment for general city departmental pur- 
poses was for school maintenance, while in the cities in the New 
York group, the average is approximately one-third. The increase in 
school maintenance costs in the cities of New York from 1916 to 
1918 has been exceedingly small as compared with the increase in 
maintenance cost in other activities. 



1 6 THE UNIVERSITY OF THE STATE OF NEW YORK 

The average parent is not satisfied with mediocre school con- 
ditions. Excellent schools can not be maintained without a reason- 
able expenditure. Utica's median rank in this respect does not 
indicate a progressive and constructive school policy. A broad edu- 
cational program would insure needed modern school accommoda- 
tions for all the children of the city and enrich the school curriculum 
so as to meet the diversified demands of the community. This could 
be carried forward without any undue financial burden. The public 
should insist that there be a constructive educational program and 
that a reasonable share of the public funds be used in its support. 
The present congestion in the higher grades presents unusual oppor- 
tunities for the development of intermediate or junior high schools 
as centers in different sections of the city where the needs of these 
boys and girls will be met and the work of the schools adapted more 
closely to the community interests. 



MAP 

c/TY 



UTICA 



PUBLIC SCHOOLS 

O /findergarien arjd kss iha/? 8 grade s 
© Kindergarten aud 8 gra^s 
4) MonuaC Tra/'nrrK} ana Domestic. 

• 7tf> ancfS^J! grt^^d. school. 

X i5iS<S5/?tf/«a^ schools 




i8 



THE UNIVERSITY OF THE STATE OF NEW YORK 



/^/ITIVE BORN WHIT€ 
FOR£IO/y OR MIXED 
P/!RENr/IGE 
36.(% 



A.Z'A 



A//ITIVE BORN WHITE 

or 

AJ/TTIVE P/! RENTS 




Chart i 
Showing the percentage of native and foreign population of Utica, 1910 

A study of the population of Utica shows an unusually small 
percentage of native white inhabitants of native parentage. In the 
city of Utica approximately one person in thj-ee is foreign bom, the 
second is native white but of foreign parents, and the third is native 
white of native parentage. 



BINGHAMTDM 



UMITED 5WE5 



5CHEMECT/<DY 



NEW YORK 



UTICA 




wmmmmi»!mmimm(m»Mm^^mm^smvx/y/yy/^^/z^r 



'mm»m!ms^ymfmmm^Mm^i^^^^^f//yy/jvy/y///yz^ 



mm»mmiff^mfmim^ym^mmmMmm^>:^/y//yv/y//zyyzzA 



MATIVf WHITE OF 
NATIVE WHITE 
P/(ll£MTACE. 



rWTlVE WHITE, „,^ 
fORtlCM OR MIXED ^^ 

rarent/ge. 
Chart 2 



fORtiai BORN WHITE E3 



MEGRO 



Showing the percentage of native white population of native parentage 
in Utica, Binghamton, Schenectady, New York State and the United States 



REPORT OF THE UTICA SCHOOL SYSTEM 



19 



In Utica the percentage of native white inhabitants of native 
parentage is 34.8; in New York State, 35.4; in the United States, 
53.8 ; in Schenectady, 43.3 ; and in Binghamton, 62.9. There is, how- 
ever, in Utica a relatively larger percentage of native white inhabit- 
ants of foreign or mixed parentage. In Utica the percentage of 
native white inhabitants of foreign or mixed parentage is 36.1 ; in 
New York State, 33; in Schenectady, 30.7; in Binghamton, 20.5; 
and in the United States, 20.5. This is represented graphically in 
chart 2. The chart also shows that the percentage of foreign-born 
whites in Utica is nearly double the percentage in the United States, 
but approximately the same as the percentage in New York State. 
Of every thousand inhabitants in the city of Utica, 709 are native 
white of native or foreign parentage. In Schenectady, 740 of every 
thousand are native white of native or foreign parentage; in the 
United States, 743 ; in Binghamton, 834. 



BINGHAMTON 
UNITED 5TATE5 
SCHENECTADY 
UTICA 
NEW YORK- 



834 
74-3 
74 
70s 
68A 



100 ZOO 300 AGO 500 60O TOO 800 900 



Chaut 3 
Showing number of native white inhabitants per thousand of either native, 
foreign or mixed parentage 

While these figures may be modified somewhat by more recent 
data, the resulting comparisons would doubtless be similar to those 
given. There is reason to believe that the increased percentage of 
inhabitants of foreign birth or parentage has proportionally reduced 
the percentage of native white inhabitants of native parentage in all 
groups. The fact that this part of the population is relatively the 
smallest in the city of Utica is clearly a unique feature. The relation 
of this fact to the local educational problem is at once evident. 

The city of Utica therefore presents a most interesting study in 
the relations which should obtain between its industrial and com- 
mercial activities and its pubHc school system, influenced as both 
of these interests are by an unusually large percentage of the popu- 
lation of foreign birth. Its location is unsurpassed and lends itself 
to growth in every direction. Its unusual shipping facilities, includ- 
ing several radiating railroad lines and the recently improved barge 
canal, insure steady growth and development. The character of the 



20 THE UNIVERSITY OF THE STATE OF NEW YORK 

population of the city and the probable steady growth of population 
in the future make vitally necessary a thorough study of present 
adjustments of the school system and a future policy of development. 
The accompanying map shows the location of the public schools 
in the city of Utica with reference to the city boundaries and the 
principal streets. 





■'ma 




J, 





rrt 


o 


G 


o 


be 


o 


u 


U} 


O 






fit 




o 


o 


p 


CJ 


J^ 


,c 


o 


S— » 


^ 


o 


<u 


g 


-C 


n 


H 





<: 



ORGANIZATION AND ADMINISTRATION 

The management of the school system of the city of Utica is under 
the control of a board of education consisting of six members, two 
elected annually by popular vote for a term of three years. In 
common with the other cities of the State the organization of the 
board and its powers are derived from the State and fixed by 
the Education Law. Without entering into a detailed account 
of the statutory provisions, mention should be made of chapter 
786 of the Laws of 191 7, which amended the Education Law rela- 
tive to the government of city school systems and is commonly 
known as the uniform cities law. The provisions of this act re- 
pealed in part previous legislation concerning the school system of 
the city of Utica, but continued certain provisions with respect to 
methods (i) of election of members of the board of education and 
(2) of raising and disbursing necessary funds for the maintenance 
of schools. 

The method of election of the members of the board of education, 
locally known as school commissioners, two each year for a period 
of three years, provides reasonably continuous service and the 
opportunity for the development of an educational program extend- 
ing over a period of years. 

The method of raising and disbursing school funds was not 
changed for the city of Utica by the uniform cities law of 1917. 
The determination of the amount of the budget and the method of 
expenditure rests with the board of education. The uniform cities 
law provides that " the board of education shall prepare annually 
an itemized estimate for the current or ensuing fiscal year of such 
sum of money as it may deem necessary for the purposes stated in 
this section," and that such estimate shall be filed with the mayor. 
It is further provided that " the common council . , . shall 
include the amount of such estimate in the tax and assessment roll 
of the city and the same shall be collected and placed to the credit 
of the board of education." 

The board of education is a corporate body and a majority of the 
board is a quorum for doing business. It has the power to per- 
form the usual duties imposed on boards of education which are 
specifically outlined and enumerated in the statute referred to. 
Among these are the power to create or abolish such positions as 

lax] 



22 THE UNIVERSITY OF THE STATE OF NEW YORK 

may be necessary; to appoint a superintendent of schools, prin- 
cipals, teachers or other employees ; to have the care and control of 
all school property ; to purchase apparatus, equipment or other neces- 
sary supplies ; to establish and maintain schools, libraries, play- 
grounds, social centers or reading rooms ; to authorize courses of 
study ; to determine the textbooks to be used ; and to prescribe neces- 
sary regulations and by-laws. 

For the purpose of carrying out this work the board of educa- 
tion holds a regular meeting once each month. The board is organ- 
ized into six committees as follows : finance, audit, supplies, build- 
ings and grounds, teachers and salaries, and textbooks and course 
of study. 

The business affairs of the schools apparently center in the clerk 
or secretary of the board. The duties of the clerk, however, as 
stated in the rules of the board, do not give him immediate responsi- 
bility for the business affairs. The rules state that " the duties of 
the clerk shall be to keep the books of the board, to keep accurate 
minutes of the proceedings of the board, notify members and the 
superintendent of special and regular meetings of the board . . . 
and shall perform such other duties as may be imposed upon him 
by the board, or a committee thereof." The clerk or secretary of 
the board keeps the record of the proceedings or minutes, looks 
after the correspondence of the board, keeps the accounts and does 
all the bookkeeping of the office, looks after supplies, specifications, 
payrolls, statistical reports, and in general gives personal attention 
to all the routine office work. The detail of the work is done with 
unusual care. The business office, however, has far outgrown the 
possibility of meeting the needs of the schools and the public with- 
out additional clerical and stenographic assistance. Under the 
direction of the committee on supplies, which purchases and has 
charge of all supplies, the orders for supplies, which must emanate 
from this committee, are " made in writing by the clerk." The 
individual members of the board of education in Utica perform to 
this extent the duties of purchasing agents. Moreover, the sub- 
committees on buildings and grounds are compelled to give their 
attention frequently to needed " incidental alteration or repairs." 
Men who have large business and professional interests can not be 
expected to give consideration to petty matters regarding supplies 
and repairs, notwithstanding their sincere desire to serve the educa- 
tional interests of the city. 

There is also a superintendent of buildings who is " subject to 
the committee on buildings and grounds." It is his duty " to have 



REPORT OF THE UTICA SCHOOL SYSTEM 23 

immediate care of the school grounds, buildings, apparatus etc., to 
make minor necessary repairs to same, and to report any needs of 
the same to the committee on buildings and grounds or to the 
board." He is also responsible for the supervision of janitors, and 
is required to submit at each regular meeting of the board a written 

report. 

The responsibility for the educational work rests on the superin- 
tendent of schools. The general powers and duties of the superin- 
tendent of schools are fixed by general statute for all cities of the 
State. The uniform cities law of 1917 provides in part that the 
superintendent of schools is the chief executive officer of the board 
and the educational system; that he prepare the content of each 
course of study ; that he recommend textbooks to be used ; that he 
have supervision of all supervisors, principals, teachers, attendance 
officers, janitors and other persons employed in the management of 
the schools; and that he have general supervision over all educa- 
tional activities and interests under the direction and control of the 
board of education. Under this act teachers and other members of 
the teaching staff are appointed by the board of education upon the 
recommendation of the superintendent of schools. 

The rules and regulations of the board of education, which have 
not been revised since 1912, are modified somewhat by the pro- 
visions of the statute referred to. It is not necessary at this point 
to review in detail these regulations as to the duties of the superin- 
tendent, as we are advised that the board of education and the new 
superintendent have under consideration an early revision of these 
rules. 

The organization of the board and the relation of the adminis- 
trative units to one another and to the schools are presented 
graphically in chart 4. 

The powers and functions of the board of education and its 
administrative representatives as fixed by statute or local regula- 
tions have been outlined above. In the remainder of the chapter 
there is presented with some detail the manner in which these 
responsibilities and duties are met in the administration of the work 
of the schools. 

Board of Education 

As has been indicated, the city of Utica has not been handicapped 
in educational matters by frequent changes in the personnel of its 
board of education; nor has the board of education itself been 
embarrassed in any degree through lack of control in budget esti- 



24 



THE UNIVERSITY OF THE STATE OF NEW YORK 










9 






& 



■^ 

o 

1/3 



REPORT OF THE UTICA SCHOOL SYSTEM 



25 



mates or later disbursements. These two conditions are funda- 
mentally important and are generally recognized as most vital in 
the development and carrying forward of a broad, constructive 
educational policy. 

The following graphic presentation will indicate the personnel of 
the board of education for the years 191 1 to 1918: 



1 1911 1 1912 1 1913 1 1914 | 1915 1 1916 | 1917 | 1918 | 


.„..„„.«.........«...«..».......«««...„. ™.» 




ii.li. 








■ ■ Ji 




iiuiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii 












II II lill II IHHIIIHIIIIHHIIIIIIIH"llllll'lll'""ll'll""'' 






..... 


II II nil II II II lllllllllllllllllllllllllllllllllliil 






II III 1 II II 1 llllllllllllllllllllllllllllllllllll| 


1 




«; 


mil 
lllli 

■■>■■' 



Chart 5 
Showing tenure of office of members of the board of education, 1911-18 



A detailed study has been made of the recorded minutes of the 
board of education covering the past two years. The minutes do 
not appear in printed form but are written by hand. It is stated 
that the question of printing the proceedings has been considered 
by the board but that satisfaction was expressed over the general 
excellence of the written form. The board should, however, con- 
sider the advantage of the printed proceedings at least as a matter 
of convenience for reference. The written record is brief for the 
reason that it has been the policy to file communications to the board 
and merely to mention these in the official proceedings. This is 
often sufficient where matters are of a routine character. The more 
important matters under consideration and special reports to the 
board might well appear in full or in the form of a summary. The 
importance of this would be evident at once if the proceedings were 
issued in printed form. An examination of the proceedings shows 
that little if any consideration has been given by the board to the 
large educational problems of the city. 



26 THE UNIVERSITY OF THE STATE OF NEW YORK 

During the years 1916 and 1917 meetings of the board of edu- 
cation were held as follows : 

1916 

January 6 Special meeting 

February 8 Regular 

March 14 Regular 

March 28 Special 

April s Special 

April II Regular 

April 25 Special 

May 9 Regular 

May 22 Special 

June 13 Regular 

June 20 Special 

July 18 Regular 

September 12 Regular 

October 10 Regular 

October 25 Adjourned 

November 14 Regular 

December 12 Regular 

December 15 Regular 

1917 

January 9 Regular meeting 

February i Special " 

February 13 Regular " 

March 13 Regular 

April 10 Regular " 

April 18 Special 

May 8 Regular 

May ID Adjourned " 

May 29 Special " 

June 12 Regular " 

July 10 Regular " 

August 14 Regular " 

August 16 Adjourned " 

September 11 Regular " 

October 9 Regular " 

October 29 Adjourned " 

November 13 Regular " 

December 29 Regular " 

From the above record it appears that there were eighteen meet- 
ings held during the year 1916 and eighteen meetings during 191 7. 
The regular meetings are held on the second Tuesday of each month. 
The number of meetings is therefore not unusual. It is to be 
expected that special matters will command consideration of the 
board occasionally at times other than the day fixed for the regular 



REPORT OF THE UTICA SCHOOL SYSTEM 27 

meeting. The frequency of board meetings in some cities is sur- 
prisingly large compared with this conservative record in Utica. 

The methods of administration which are outlined under the 
printed rules and regulations of the board require the individual 
members of the board to give personal attention to administrative 
matters and to authorize the issuing of orders for supplies or re- 
pairs. Such a situation is quite intolerable and can not operate for 
the best interests of the schools. There are administrative officers 
appointed by the board who should be given definite authority under 
proper restrictions to attend to such matters. 

The committees of the board are burdened with this administra- 
tive detail. The extent to which the individual members are made 
responsible for petty matters of daily occurrence in the activities of 
the schools is illustrated by the existence of six subcommittees of 
the committee on buildings and grounds. The duties of this com- 
mittee are given as follows in the rules of the board: 

The committee on buildings and grounds shall have charge of all school 
buildings and grounds, and it shall be their duty to report to the board 
all proposed additions, alterations, or repairs of school premises, buildings, 
or fixtures necessar>^ to be made; to take charge of the erection of new 
buildings after plans for same have been approved by the board, and of 
all alterations and repairs of school houses and premises authorized by 
the board; to authorize and direct any and all incidental alterations and 
repairs, but no such alteration or repair shall exceed an expenditure of 
$50, as hereinafter provided; to recommend to the board for appointment 
suitable persons as janitors of the school buildings. This committee shall 
be divided into six subcommittees. The buildings under the management 
of the board shall be divided into six groups, and one of these groups 
assigned to each subcommittee. Within its province thus assigned each 
subcommittee shall have sole control, and perform the duties above assigned 
to the committee on buildings and grounds, subject to the approval of the 
board, when such approval is required. 

Under this regulation of the board the buildings of the city, are 
divided into six groups, with an average of four buildings in each 
group, and the member of the board who constitutes the sub- 
committee in charge of the group is individually responsible for any 
and all incidental alterations and repairs and in this respect is the 
immediate superior officer to the superintendent of buildings. 
Representative business and professional men can not afford to 
give their time to the consideration of such matters of detail. Similar 
conditions obtain in the workings of other committees. It is the 
function of the committee on supplies to purchase and have charge 
of all supplies. All orders for supplies must emanate from this 



28 THE UNIVERSITY OF THE STATE OF NEW YORK 

committee. No administrative officer in the employ of the board 
has been given any responsibiHty to initiate any order for suppUes 
of any kind. The committee itself is limited to an expenditure of 
$50, except by authorization of the board. Study of the minutes of 
the board shows very clearly that the effect of this organization is 
to congest the board meetings with matters of petty administrative 
routine, that should in many cases be decided by the proper execu- 
tive school officials. 

Requests for the use of a room or a building recur repeatedly. 
Under the general direction of the board matters of this character 
may be determined generally by the administrative officers who are 
responsible to the board. If the authority is delegated under proper 
restrictions there is seldom a question or request of this character 
that should come before the board. More immediate attention 
can be given by the proper executive officials. Matters that are 
clearly educational in character should be determined by the super- 
intendent of schools. Others should be settled by the executive 
assistants in charge of school properties. Only unusual cases need 
to be brought before the board. 

Routine matters relating to petty purchases consume a very con- 
siderable portion of the time of the board. The following items 
are taken from the proceedings: 

Board decides to purchase 36 Christmas trees at 75 cents each. 

Board decides to purchase 60 copies of Art Songs and 40 copies of 
Assembly Songs. 

Motion made to procure bids for lamps for the schools for ensuing year. 

Board purchases two dozen flag holders. 

Orders the purchase of 500 song books at 10 cents each. 

Certainly it can not be that efficient and -prompt action in these 
matters is dependent upon the formal deliberation of the board. 
What supervision can the individual members of the board give to 
the purchasing of song books, flag holders, floor brushes, paste, 
paper etc? What board of directors of a large corporation would 
cor^sider for a moment the possibility of overseeing and directing in 
detail the purchasing of petty supplies? The board of education in 
Utica is, however, its own purchasing agent. Through fixed policy, 
crystallized by rule and regulation, these prerogatives are reserved 
by the board, except that their own committee on supplies may 
exercise discretion in making necessary purchases up to $50. The 
interpretation of this rule is, however, conservative, as oftentimes 
the board formally orders supplies, the cost of which amounts to 
much less than the limit fixed. The board of education should make 



REPORT OF THE UTICA SCHOOL SYSTEM 29 

a radical change at once governing its procedure in the purchasing 
of supplies. The necessary supplies for the school 3^ear should 
be covered in complete lists, prepared under the direction of the 
superintendent of schools, well in advance of the school year for 
which they are needed. The preparation of these lists and the 
advertising for bids might well be required by regulation of the 
board. On the receipt of the bids for this material, the proposals 
should be presented to the board for whatever action they may 
deem proper. This would simplify the procedure, put it on a 
sound business basis, and enable the board to dispose of the whole 
matter in a minimum of time. The administrative detail and 
responsibihty in this respect should be delegated, under proper re- 
striction, to its administrative and executive officers. 

Questions relating to needed alterations and repair also seem to 
claim an unnecessary amount of time. The following illustration is 
taken from the official proceedings. It is brought to the attention of 
the board that there should be a steel ceiling in a certain kinder- 
garten room. The board authorizes the procuring of bids. At a 
later meeting bids are received and the contract awarded. As the 
work goes forward, probably near completion, someone observes 
that it would be well to have the new ceiling painted. This is 
ordered done and at a subsequent meeting the board formally 
approves the awarding of this contract for painting the ceiHng of 
the kindergarten room at an expense of $23. Again and again 
matters relating to such minor or incidental repairs are brought 
before the board and authorization is given to procure bids ; then, 
at a later meeting, when the bids are received, they are given 
consideration. 

The superintendent of buildings, if well qualified, should be given 
responsibility commensurate with his title and with the needs of the 
position. The unusual provision whereby each member of the com- 
mittee on buildings and grounds is a member of a subcommittee 
m charge of a group of buildings is unsound in principle, unwise 
in practice and untenable from the standpoint of sound educational 
procedure. The members of the board of education should be 
giving their time, thought and study to the larger question of the 
logical building program for the city as a whole to meet its future 
needs, and related questions which should properly concern the 
board as a whole, rather than to the performance of detail duties 
which should be cared for by the superintendent of buildings. 



30 THE UNIVERSITY OF THE STATE OF NEW YORK 

This general condition is also shown by other entries in the min- 
utes of the board meetings. A janitor appears before the board to 
present the matter of the need of additional help in the care of the 
enlarged high school building, and later appears again to report on 
the question of the cost of the needed additional help. 'Possibly the 
importance of properly organizing the janitorial staff of the large 
new high school building and the amount of expenditure involved 
are sufficient reasons for the appearance of the janitor before the 
board. Nevertheless at two different meetings the time of the board 
is taken up with a question of administrative procedure which it 
seems should have come before them but once and then only for 
approval or modification, in the form of a plan carefully outlined by 
the superintendent of buildings and approved by the superintendent 
of schools. At another meeting the board of education grants the 
superintendent of buildings permission to move four pianos. The 
entry " The monthly report of the superintendent of buildings was 
received" usually . records the fact that this official complied with 
the regulation that he must submit a monthly report. These reports 
do not enter into the larger problems of the school plant. There is 
no apparent realization of the fact that these reports should be the 
means by which the board as a whole is kept aware of the con- 
dition of the whole physical school plant for which as a board, and 
not as individuals, they are responsible to the people of the city. 
This larger point of view has been lost not because of the lack of 
conscientious service and devotion on the part of the individual 
members, representing as they do men of the highest type in the 
community, but because of antiquated methods of administrative 
procedure and consequent failure to place definite administrative 
responsibility on subordinate officials. 

The board of education apparently grants leaves of absence. The 
granting of a leave of absence, for short periods at least, might be 
delegated to the superintendent of schools. It should be regarded as 
quite sufficient if he report to the board his action in such matters. 
A high school instructor, in one instance, appeared before the 
board of education with his problems. This was during the summer 
recess and possibly would not usually occur. The instructor is 
responsible to his immediate superior, the principal. The principal 
is responsible to his immediate superior, the superintendent of 
schools. Recommendations as to textbooks and courses of study 
should be made to the board of education only through the super- 
intendent of schools. He is the educational expert employed for 
this purpose. The conditions indicated by such procedure would 



REPORT OF THE UTICA SCHOOL SYSTEM 31 

result in chaos in the educational supervision, and are to be con- 
demned in the strongest terms. 

The following comment is read in the minutes of meeting after 
meeting : 

The report of the superintendent of schools was received. 

The reports are filed and are available for reference. There might 
well be a summary and an outline of the trend of the discussions. 
These reports should be made the starting point of the delibera- 
tions of the board with regard to the conditions in the schools and 
their larger educational needs, and should be at least a guide to the 
board in considering general poUcies governing the schools. 

One reference is made in the minutes reviewed to a matter of 
educational policy and should be mentioned. The clerk was author- 
ized to communicate with local manufacturing and commercial 
houses with a view to securing suggestions as to lines of work and 
equipment for the new high school. As a resuh a committee of 
four men, representing the Chamber of Commerce education com- 
mittee, was present at a later meeting and suggested that a public 
meeting of all interested be held for the purpose of discussing the 
equipment of the high school. This of course would involve a dis- 
cussion of the character of the work to be offered. The chairman 
was authorized to appoint a committee of the board to cooperate 
with the Chamber of Commerce in arranging such a meeting. There 
is no record in the minutes of any further action or of any educa- 
tional policy which resulted. The only later reference is that a 
communication from the high school principal was read in which 
was presented a detailed layout for the high school, which, it was 
stated, would cost approximately $200,000. On motion the com- 
munication was " received and filed." A great opportunity for con- 
structive cooperation between public, commercial and civic organi- 
zations and the local educational authorities seems to have been lost. 
The recorded minutes of the meetings of the board of education 
during these two years give every evidence that no serious con- 
sideration has been given to the large educational problems affecting 
the welfare of the city. Occasionally a radical change of poHcy is 
noted by a brief motion. "The superintendent was heard on the 
matter of the discontinuance of the vocational school." " Moved 
the vocational school be discontinued at the end of the present 
school year." There does not appear to have been any investigation 
of the desirability of such a change or any study of the educational 
needs of the city as a basis for this action. 



32 THE UNIVERSITY OF THE STATE OF NEW YORK 

As indicated in the preceding paragraphs, routine matters of 
petty detail have quite generally congested the meetings of the 
board until the larger problems of the schools have been quite 
neglected. The details of administrative routine, which might well 
be delegated to subordinate officials, have been carried by the board 
of education; constructive plans by which to meet the educational 
needs of a thriving industrial city with a large foreign population, 
a responsibility which the board of education can not delegate, have 
not been worked out, and in fact have been given little thought. 
Only through careful and judicial consideration of such problems 
can a board of education render effective public service. 

Executive Supervision 

Although the rules of the board of education do not give the 
superintendent of schools in Utica any responsibility in the business 
affairs of the schools, the present tendency is apparently to recog- 
nize him as executive head of the organization. In the more pro- 
gressive school systems of the country the superintendent of schools 
is the general executive representative of the board of education. 
He is the highly trained expert who is responsible to the board of 
education and who is properly held accountable by them for the 
administration and supervision of the schools. Although his atten- 
tion should be given largely to educational supervision, other depart- 
ments of administration should be under his direction and control. 
He should be the head of the school organization, and although not 
directly responsible for its business routine should have a super- 
visory authority. This is essential to insure responsibility and to 
prevent dual control. 

Supervision of Business Affairs 

The functions of the clerk of the board of education, as already 
referred to above, are " to keep the books of the board, to keep 
accurate minutes of the proceedings of the board " and to perform 
such other duties as the board may require. These duties, which 
are largely clerical and which have been outlined on page 22 are 
more than can be done by one person. He should be given definite 
executive responsibility and the necessary clerical and stenographic 
assistance. The rules provide that the board may appoint a person 
to act as secretary to the superintendent " whose duties shall be such 
clerical duties as shall be imposed upon him by the superintendent or 
board." For a time the clerk carried this title but now he does not 



REPORT OF THE UTICA SCHOOL SYSTEM 33 

function in any sense as a secretary to the superintendent. The 
position of clerk of the board of education does not carry with it 
proper executive responsibiUty. As defined in the rules, the func- 
tions are mostly clerical. No responsibility in financial matters has 
been given to him, even to expenditures in small amounts. The 
board of education is its own business manager. These powers are 
exercised only by the board and within very narrow limits by the 
committees of the board. The clerk of the board is the sole 
employee in the business office. This in itself indicates the lack 
of a definite administrative organization for the handling of the 
business affairs of the board of education in a city of over 80,000 
people. In fact the initiative in business matters rests in theory 
and in actual practice with the board, or with one of the committees. 
It is not necessary to repeat here the illustrations of this method of 
procedure outlined above. 

The annual school budget of the city of Utica approximates a 
half million dollars. No board of directors of a corporation doing 
this amount of business would think it possible to handle their 
■financial affairs without the services of a trained fiscal expert in 
charge of the routine business affairs. In ordinary matters within 
certain definite limits such an official should be given full responsi- 
bility and should be held strictly accountable for the manner in 
which these duties are performed. There is even more reason why 
a board of education should delegate to responsible subordinate 
officials the management of its routine business affairs, since its 
greatest function is the determination of educational policies and 
larger matters of school finance. 

Under the general supervision of the superintendent of schools, 
who should be the executive head of the school system, there should 
be an executive clerk (school clerk, fiscal manager, business man- 
ager) to whom is delegated, within reasonable limits, full responsi- 
bility in business and financial matters. He should have the neces- 
sary clerical help to handle the affairs of the office in an efficient 
manner and records and files of every transaction should be avail- 
able. The executive clerk in charge of this office should be reason- 
ably expert in office management and in the organization of office 
systems. 

The organization of a record system covering supplies and their 
distribution, including the supervision of the stock room and simple 
card records for permanent inventory of supplies on hand in the 
various schools as well as at the central supply room, should be one 
of the functions of the business office. Purchases should be based 



34 THE UNIVERSITY OF THE STATE OF NEW YORK 

not SO much on requisitions as on needs. The supervision of the 
stock room and the method of distributing and checking suppUes to 
the schools become an important factor in the everyday needs of the 
schools as well as in their economic management. 

The present clerk has been in the employ of the board for many 
years. Without doubt his long experience and acquaintance with 
the detail in the office, together with his close association with the 
business side of educational matters in the city for so many years, 
has given him a fund of information most valuable to the board. 

The need in connection with the business affairs of the board is 
thorough reorganization, both in policy and procedure. The office 
of the business manager or executive clerk should be a clearing house 
for all business and financial matters. As to policy, the members of 
the board individually and collectively should give no attention to 
petty routine matters. Administrative executive officers should be 
given the responsibility and then be held accountable. As to pro- 
cedure, there should be sufficient clerical assistance in the business 
office so that the managerial duties could be given the necessary 
attention by the executive in charge, and that all necessary card or 
other records as to the business of the schools could be immediately 
available. 

Audit of Books 

A thorough and complete audit of the financial books of the 
board of education was made for the calendar year 1918. The 
books are carefully kept, the vouchers are well arranged and readily 
accessible. The work done by the clerk of the board in keeping the 
records in such excellent form is too great for one person. The 
auditor states that " In this office there should be in addition a clerk 
and stenographer who could be kept busy all the working hours." 

In examining the books, the auditor found some entries for sales. 
In tracing the method of selling the old material, including 'furniture 
and equipment no longer desired, it was found that this is wholly 
in the hands of the superintendent of buildings. Without any 
specific authorization from the board of education, the superin- 
tendent of buildings is permitted to sell whatever in his judgment 
should be discarded. Without making any record of the actual items 
of material that are sold, he transmits the money to the clerk of the 
board of education who usually makes an entry on his books such as 
" Sales of materials $ " 

There was no record to show that these sales are checked in any 
way. The superintendent of buildings was questioned concerning 
the procedure, but was not helpful in giving full and complete 



REPORT OF THE UTICA SCHOOL SYSTEM 35 

information. Two features are especially to be noted: that there 
are no records of any kind to check these transactions in any way, 
and that the official representative of the board who personally dis- 
poses of this material seemed unable to give much assistance in 
analyzing these items on the books. 

How much of the responsibility in this matter may be due to 
group committee arrangement for the supervision of buildings can 
not be stated. It is believed, however, that the abolishing of the 
group committees is quite essential in connection with the reorgani- 
zation which should be made. 

The auditor recommends that hereafter the superintendent of 
buildings be permitted to make no sale except upon specific authori- 
zation. Within certain limits, under definite regulations, this may 
well be under the direction of the superintendent of schools, beyond 
which it should be only on resolution of the board of education. In 
every case, the authorization, whether by the superintendent or by 
the board, should recite the materials to be disposed of. Further- 
more, • after the materials have been sold, a complete list of the 
items at the unit prices should be given to the clerk and the entry 
made on the permanent records showing the complete transaction. 

Supervision of Buildings 

It is unnecessary to repeat here the functions of the superintendent 
of buildings and to outline again in detail the organization of the 
committee of the board of education with its subcommittees, each 
in charge of a group of buildings in connection with which they 
must " authorize and direct any and all incidental alterations or 
repairs " but may not expend more than $50. It is also their duty 
to recommend suitable persons as janitors. 

The analysis of the proceedings of the board of education over a 
period of two years has shown that these meetings are congested 
with the consideration of minor matters relating to the buildings 
and their repair and with formal action regarding them. One of 
the most surprising facts is that the leading professional and busi- 
ness men who constitute the board of education have the patiencq 
to give personal attention to these matters of minor repair in one 
of the largest and most important activities of the whole com- 
munity. They are called upon in formal session to deliberate regard- 
ing small repairs and petty details to which they would seldom 
think of giving any attention in their own business. 

There should be no subcommittees in charge of a group of build- 
ings. The type of man needed on our boards of education can not 



36 



THE UNIVERSITY OF THE STATE OF NEW YORK 



be expected to give personal supervision to the condition of three 
or four school buildings. Even if he had the time, the plan is 
illogical. The subcommittees are not needed. Such an arrange- 
ment is contrary to every principle of sound administration. It is 
not only useless but faulty, in that it opens the opportunity to indi- 
viduals in the local centers to approach the board member regarding 
school matters which should be handled only through proper admin- 
istrative channels. 

The superintendent of buildings should be given authority, under 
the general direction of the superintendent of schools, who is the 
chief executive of the board, to act on his own responsibilities in 
all routine matters. He should be responsible for the general con- 
ditions of the buildings and grounds and should be free to give 
necessary attention to repairs without the limiting restrictions of a 
subcommittee of the board of education. If he is unable to carry 
this responsibility, then it is the function of the board to find a 
man qualified for the task. It is not only poor administration but 
unnecessary for the superintendent of buildings to deal directly 
with the six members of the board of education. He should be 
responsible directly to the superintendent of schools. 

Chart 6 presents graphically the present illogical arrangement by 
which each member of the board is responsible for a group of build- 
ings and from whom the superintendent of buildings receives 
authority and direction. 



BOARD OF EDUCATION 
e MEMBER.S 



COMMITTEE 0(1 

BUILOIMOS &. GI^OUMDS 

6 MEMBERS 



SUB-COMMITTEE 
CROOP I 
I MEMBER-- 




juB-coMM/rrec 

CRPUf^Vl 
I MEMBER, 



SUPERJNTEMOeMT 
BU\l.D\HCS 



Chart 6 
Showing division of responsibility for school buildings 



REPORT OF THE UTICA SCHOOL SYSTEM 37 

Probably few cities could be found where such a faulty adminis- 
tration for the supervision of buildings and grounds obtains. The 
subcommittees should be entirely eliminated. It would be held by 
many that the committee on buildings and grounds itself is also 
unnecessary. We would concur in this were it not for the fact that 
the problems related to this question are among the most vital to be 
met within the next few years. For that reason such a committee, 
working with the superintendent of schools, might well make an 
exhaustive study of the growth of the city in its relation to the 
school population and to needed school accommodations. The 
function of this committee would be radically changed. It would 
relate to the larger problems of the school plant. The responsibility 
for incidental alterations and repair would be delegated to adminis- 
trative officials. 

In order to meet these responsibilities the superintendent of build- 
ings should be more than a trained mechanic. He should be 
familiar with the modern ideas in school building architecture and 
construction. He should know the latest thought with regard to 
lighting, heating and ventilation. The care of a large modern school 
plant demands practical experience in mechanical, electrical and 
steam engineering. These qualifications are essential, as he is held 
responsible not only for the condition of buildings but also for the 
supervision of a large force of janitors and engineers, who, unfor- 
tunately in many instances, have had no special training for their 
work. All school janitors should be trained for their work. Until 
the importance of this fact receives the support of public opinion 
the board of education must in part meet this situation through a 
highly trained and efficient superintendent of buildings. 

The superintendent of buildings has been permitted to sell or 
dispose of old material from the schools. The results of this policy 
have been covered in the earlier part of the chapter. It is rather 
difficult to understand how a board of education would permit such 
a loose method to be followed from year to year with apparently no 
check of any kind on these transactions. It is no function of the 
superintendent of buildings to handle financial matters of any kind 
unless on the specific direction of the superintendent of schools or 
the board of education. The possibility of such loose procedure as 
was found should be absolutely prevented by the revised regula- 
tions of the board. 



38 THE UNIVERSITY OF THE STATE OF NEW YORK 

Educational Supervision 

This general topic is being considered here very briefly and 
chiefly from the administrative point of view. The subject is 
treated at length in a later chapter. The discussion here is to com- 
plete the consideration of the administrative office. 

As has been seen, the board has taken an active interest in minor 
matters of educational administration. The proceedings of the 
board of education show that previous to 1917 teachers were fre- 
quently appointed by the direct vote of the board. It is probable, 
however, that practically all such appointments for several years 
have been on the recommendation of the superintendent to the. 
teachers committee. The formal action in the meeting has been the 
result of earlier conference with the superintendent. The printed 
rules of the board provide that " it shall be the duty of the com- 
mittee on teachers and salaries to report upon changes of salaries of 
teachers" and also that this committee, with the superintendent, 
shall " examine into the qualifications of persons proposed as 
teachers " and shall " make nominations for all appointments." It 
appears, therefore, that the board had in large measure discon- 
tinued this policy even before the uniform cities law of 1917 placed 
definitely in the hands of the superintendent of schools the power to 
recommend all appointments to the teaching staff. Members of 
boards of education are seldom qualified to determine the qualifica- 
tions of teachers and would not claim to have this ability. For this 
very reason a highly trained expert is employed and paid a good 
salary. A recommendation for the appointment of a teacher in the 
'ichools of the city should come to the board from the superintendent. 
If he is to be held responsible for the success and progress of the 
schools, the selection of teachers and their assignment in the school 
system should be made by him. The recommendation of the super- 
intendent should be the controlling factor determining the action of 
the board. 

In other matters also the rules have given members of the board 
responsibilities which they are not in a position to meet and for 
which they employ a trained expert. Rule 10, relating to textbooks 
and courses of study, requires that " all propositions for the intro- 
duction of textbooks in the public schools should be referred to the 
committee on textbooks and courses of study " ; also that this com- 
mittee " shall examine thoroughly all such textbooks and report 
thereon, setting forth the reasons for or against the introduction of 
such book or books." It is properly the function of the board to 



REPORT OF THE UTICA SCHOOL SYSTEM 39 

authorize courses of study and to approve the adoption of textbooks 
on the recommendation of the superintendent. The above rule 
would reflect upon the administrative procedure of the board, were 
it not evident that in this matter, as in others, the rules as printed 
are the result of long-established precedent and are no longer car- 
ried out in practice. The rules should be amended to accord with 
practice and with statutory requirement. 

The larger questions of educational supervision, relating to gen- 
eral policies which should determine the character of the course of 
study, the types of school buildings to meet the diversified needs of 
the schools, and the conditions in the city which from time to time 
require modification of the general school program, are quite prop- 
erly the function of the board of education and should have serious 
and constant thought. But questions relating to the merits of text- 
books or the qualifications of individual teachers are matters to be 
determined generally on the recommendation of the superintendent 
of schools. 

In the office of the superintendent of schools there is only one 
assistant, a stenographer, who acts also as a clerk. She does the 
necessary stenographic work and has charge of the records of 
teachers and reports from the schools which come to the superin- 
tendent's office. She is doing all that could be expected of one 
employee. There is not, however, the complete system of records 
relating to the educational work of the schools, their progress, the 
work of teachers, methods of supervision and rating of teachers, 
teachers' conferences and general activities, attendance records, 
continuing census cards, individual record card systems, etc., which 
should be expected. Some are kept in part and others not at all. 
Office records are most valuable if properly organized and main- 
tained; if not carefully organized and complete they are of little 
value. To organize properly the necessary card records and to 
keep them always available for immediate use require not only 
clerical help, but also the assistance of someone familiar with educa- 
tional problems. There should be a secretaryship to the superin- 
tendent as a definite position in the superintendent's office. This 
would relieve the superintendent of some of the details to which he 
is now compelled to give unnecessary attention and enable him to 
organize his office for more constructive administrative and educa- 
tional service to the schools. 

Under the direction of the superintendent, the educational super- 
vision is carried on by principals and supervisors in special sub- 



40 



THE UNIVERSITY OF THE STATE OF NEW YORK 



jects. A discussion of the supervision of instruction will be found 
in chapter 9. 

A more logical organization for the control and administration of 
the school system is represented graphically in chart 7. 



BO^RD s^EDUC/ITION 
6 MEMBERS 



SUPERIMTEMDEMT 
e/^ 5CHO01.S 



SECRETARY 



5TEM06RAPHER 



JANITORS 



MEDICAL 
1N5PECT0R5 




NURSES 



PUPILS 



Chart 7 
Showing a suggested organization of the city school system 

Summary 

The members of the board of education are elected by the people. 
The term of service is for three years and members have often 
been reelected. The board has absolute control of the budget esti- 
mates and expenditures. These conditions could not be better. 

In its organization the board of education directs in large measure 
the details of its business affairs, both in the purchasing of supplies 
and in the supervision of the school plant. 

The meetings of the board are congested with matters of admin- 
istrative detail, many of which should be handled directly by the 
administrative office. 

In the organization of the administrative offices the responsibility 
for business matters, under proper restriction, should be centered 
in the school clerk, or business manager. He should have sufficient 
clerical help to organize his office and the supply room on a sound 
basis. 

The board is overorganized into committees which are expected 
to attend to matters belonging without question to the experts 



REPORT OF THE UTICA SCHOOL SYSTEM 4I 

employed by the board. This is particularly true of the subcom- 
mittees of the committee on buildings and grounds, who authorize 
all incidental alterations and repairs. 

The board of education has given too much attention in the past 
to the administrative details relating to educational supervision, 
especially regarding the qualifications of teachers and the respective 
merits of text books. This practice was being corrected by the 
board even before the law of 191 7 fixed responsibility for such 
matters. The printed rules on these matters, however, need radical 
revision. 

The superintendent of schools should be the chief executive of 
the board in administrative and educational matters. In his office 
there is need of a secretary, as well as a stenographer. 

The board of educat'on gives of its time generously to the schools, 
but is so hampered in its procedure by rule and precedent that the 
large and vital questions which concern the schools and their orog- 
ress have been given little consideration. 



THE SCHOOL PLANT 

This chapter on the Utica school plant includes first, a discussion 
of the location and general adequacy of the school buildings in 
relation to the growth and shifting of the population. Following 
this is given an analysis of the rating of each building on the basis 
afforded by the Strayer score card for city school building/ and a 
summary of conditions affecting the value of the buildings for 
school purposes. 

Distribution of School Buildings with Relation to Population 

The increase in population of a city as a whole does not mean 
much in its relation to the educational needs of the city until the 
conditions are analyzed and interpreted in terms of the conditions 
which obtain in the different sections of the community. If a cer- 
tain section is growing rapidly and has been consistently increasing 
in population through a period of years, the situation demands quite 
different treatment than in a ward where the population is changing 
little or decreasing. The following table gives the population of 
the city by wards for the years 1900, 1905 and 191 5, together with 
the per cent of increase or decrease for each ward for the ten-year 
and the fifteen-year periods. 

Table I 
Population by wards 



WARD 


1900 


1905 


1915 


PER CENT 
FOR IS 
YEARS 


PER CENT 
FOR 10 
YEARS 




1 267 

4 748 
3 179 

2 890 
2 086 
2 4SS 

5 577 
8 316 
5 520 

2 598 

3 870 

4 185 

2 826 

3 648 
■ 3 218 


1 274 

5 460 

3 120 

2 977 
2 855 
2 592 

6 404 
10 355 

6 049 

2 750 

4 368 
4 446 

3 444 
3 204 
3 376 


708 

4 556 
2 752 
2 359 

1 728 

2 530 
7 619 

II 446 

5 809 
2 751 
5 S05 
5 263 
5 382 
4 301 
4 418 


—44-1 

—4.0 

—13.4 

— 18.4 

—17.2 

3.1 

36.6 

37.6 

5.2 

59 

42.2 

25.8 

90.4 

17.9 

37.3 


— 44-2 




—16.6 




—II. 8 




20.8 




— 39. S 


6 


— 2.4 




19.0 


8 


10. S 




— ^4.0 




0.0 




26.0 




18.4 




56.3 




34-2 




30.9 







1 " Score Card for City School Buildings," George D. Strayer, Bureau 
of Publications, Teachers College, Columbia University, New York City. 

[42] 



REPORT OF THE UTICA SCHOOL SYSTEM 



43 



It is apparent from a glance at the preceding table that many of 
the wards are decreasing in population. During the fifteen-year 
period wards i, 2, 3, 4 and 5 show a decrease, and during the ten- 
year period these same five wards, together with wards 6 and 9, 
show a loss. In other words, during the past ten years seven wards 
have been decreasing in population, seven wards have been increas- 
ing, and one ward shows no change. 

In the following table the various wards are placed in relative 
rank for both periods with those showing the greatest percentage 
of increase at the top. It should be noted that nearly every ward 
has approximately the same relative position for the two periods. 

Table 2 
Per cent of increase or decrease in population by wards 



WARD 


PER CENT 
INCREASE 
10 YEARS 


RANK 


PER CENT 
INCREASE 
IS YEARS 


WARD 




S6.3 

34-2 

30.9 

26.0 

19.0 

18.4 

10. s 

0.0 

—2.4 

—4.0 

—II. 8 
—16.6 
— 20.8 
— 39.S 

—44.2 


I 
2 

3 

4 

5 

6 

7 

8 

9 

10 

II 

12 

13 

14 

IS 


90.4 
42.2 
37.6 
37.3 
36.6 
25.8 
17.9 

5-9 

S.2 

3.1 

—4.0 

—13.4 

—17.2 

— 18.4 

—44.1 


13 




II 


IS 


8 




IS 




7 




13 


8 


14 


10 


10 


6 


9 




6 


3 


2 




3 




s 


5 


4 


I 


I 







The city of Utica during the decade from 1905 to 191 5 shows an 
increase of 28 per cent in its population. As has been said, of the 
sixteen wards seven show decrease in population from 2 to 44 per 
cent; one shows no change; seven show an increase from 10 to 56 
per cent; and one ward, the sixteenth, was annexed in 1916. 

In the first ward, where the decrease in population during this 
decade has been 44.2 per cent, there is no school building. In the 
fifth ward, with a decrease during this period of 39.5 per cent, is 
located the Bleecker school, which is the old academy building, 
erected in 1867, and in which are pupils from the kindergarten 
through the fourth grade. This building is filled to capacity, with 
some classes being conducted in dark halls. 

In the next group on the chart, wards 4, 2 and 3, the decrease 
during this period has been 20.8 per cent, 16.6 per cent and 11.8 



44 



THE UNIVERSITY OF THE STATE OF NEW YORK 




Chart 8 
Showing relative increase or decrease of population in the different wards 
of the city of Utica, together with location of school buildings 



per cent respectively. In the third ward there is no school building. 
In the second ward are located the Potter school and No. i8 school. 
The Potter school is a comparatively new building, erected in 1912. 
This building provides a school home for the kindergarten and the 
grades through the sixth. In decided contrast to the Potter school 
is No. 18 school, located not far distant. This building is in no 
sense suited to the educational needs of the children or the patrons, 
who have a right to expect more from the city. Moreover, its 



REPORT OF THE UTICA SCHOOL SYSTEM 



45 



location could not be worse. Without question the building should 
be abandoned as soon as possible. On page 54, where is given a 
rating for the buildings of the city on the Strayer score card for 
school buildings, this building, including grounds and equipment, is 
rated 463 out of a possible 1000 points, the lowest of any school 
building in the city. In the fourth ward is located Union Street 
school, which was erected in 1874. It is a central grammar school 
for the boys and girls of the seventh and eighth grades in this part 
of the city. There is no modern equipment of any kind The 
building provides space, nothing more. A great contrast is pre- 
sented by a glance at this old building and the enthusiasm of the 
boys and girls who are offered practically nothing in physical equip- 
ment or school environment by which it might be possible to enjoy 
and profit through the activities provided in a modern school plant 
With the exception of No. 18 school, this school building ranks the 
lowest m the city. This is the educational outlook that is being 
offered these boys and girls at such a vital period in life ! One of 
the greatest educational opportunities of the city is to be found in 
correctly solving these problems through the organization of inter- 
mediate schools. 

In wards 9, 6 and 10 the change in population in the same period 
has been less marked. In the ninth ward the decrease has been 
4 per ,cent; m the sixth ward, 2.4 per cent; and in the tenth ward 
there has been neither decrease or increase. No school buildings 
are located m either the sixth or the ninth wards. In the tenth 
ward IS the South Street building, erected in 1867. It provides 
space, such as it is, for children from the first through the sixth 
grades. As a bmlding it offers no advantages to which the children 
are entitled. It scores only slightly higher than the Union Street 
building and should therefore be abandoned as soon as modem 
school accommodations can be provided. 

In the eighth, twelfth and seventh wards, the growth in popula- 
tion has been marked. Jn the eighth ward the percentage of increase 
from 1900 to 1915 was 37.6, and during the decade from igos to 
1915 the increase was 10.5 per cent. The increase from 1900 to 
1905 was very rapid, and this growth will doubtless continue as it 
has during the last decade. The rapid growth between 1900 and 
1905 was not met by any new school construction. Not until iqi^ 
when the Brandegee school was built, was any progress made 
toward meeting the congestion in this part of the city The 
Brandegee school and the large addition to the Wetmore school 



46 THE UNIVERSITY OF THE STATE OF NEW YORK 

built in 1914, resulted from the demands of a congested district of 
the city, and as a result were practically filled or overcrowded on 
completion. There are two other buildings in this ward, the Mary 
Street school, built in 1882, and remodeled and enlarged in 1901, 
and the Lansing Street school, built in 1858, the oldest building in 
the city and one which should have been abandoned long ago. The 
Lansing Street school gives work through the fourth grade; the 
Mary street school and the Brandegee school through the sixth 
grade ; and the Wetmore school through the eighth grade. 

The population in the twelfth ward shows an increase of 25.8 
per cent during the fifteen years from 1900 to 1915, and an increase 
of 18.4 per cent during the last ten years of this period. No. 20 
school, which is located in this ward, was built in 1893 and an 
addition constructed in 1909. This building is now being used to 
its capacity. The increase in population in the seventh ward 
during this decade has been 19 per cent, and for the fifteen years 
mentioned it was 36.6 per cent. There are two school buildings in 
this ward, the James Kemble school and the Prospect Street school. 
The Prospect Street school is a one-room building on the extreme 
southern boundary of the city. It was built eighteen years ago and 
although doubtless suitable to the needs when built it is no longer 
of any value as a school in a rapidly growing section of the city. 
It is a primary school for the first three grades. The James Kemble 
school, one of the largest buildings in the city, has all grades from 
the kindergarten through the eighth year. The original building 
was constructed in 1880, another part in 1900, and what is now the 
main part of the building, in 1914. The classroom space is entirely 
occupied. The old original part of the building is used as audi- 
torium and gymnasium, although not well adapted to these activities. 
The Prospect Street school should be abandoned and there should 
be erected in this part of the city, possibly in the southern part of 
the seventh ward, a modern school plant which will not only meet 
immediate needs but also provide for the educational needs of this 
part of the city for a reasonable period in the future. 

In the next group the increase in population has been even more 
rapid. The eleventh ward shows an increase of 26 per cent in 
the ten-year period and an increase of 42.2 per cent in fifteen years. 
In this ward are located the Francis Street and the Mandeville 
schools. The Francis Street school was built in 1867 and in 1907 
two rooms were added. This school carries the pupils through the 
fifth grade. The Mandeville school was built in 1899 and is located 



REPORT OF THE UTICA SCHOOL SYSTEM 47 

in the extreme northern part of the ward, close to the third ward 
boundary, where the population is probably decreasing slightly. 
In this school instruction is given through the sixth grade. The 
embarrassing lack of school accommodations is in the southern part 
of the ward. In the fifteenth ward, the population has increased 
30.9 per cent in ten years. The Miller Street school, located in 
this ward, was built in 1871, and a six-room addition was erected 
in 1909. The instruction is carried through the sixth grade and 
all the rooms in the building are in use. The fourteenth ward on 
the western side of the city shows an increase in population during 
the decade of 34.2 per cent. In this ward is the large Kernan school, 
built in 191 7, which easily ranks the highest of any school building 
in the city. In this ward are also schools No. 19 and No. 21. 
No. 19 school was built in 1892 and No. 21 in 1895. In each of 
these two schools the work is carried through the sixth grade. The 
Kernan school covers all work from the kindergarten through the 
eighth grade. 

The thirteenth ward shows the most rapid growth of any ward 
in the city. In 1900 the population of this ward was 2826. In 1905 
the number was 3444, or an increase of nearly 22 per cent in five 
years. In 1915 the population numbered 5382, or an increase in 
the decade of 56.3 per cent. In the fifteen-year period the increase 
in this ward has been 90.4 per cent. The only school building in 
the ward is the Albany Street school, the original four-room build- 
ing having been erected in 1896, and a four-room addition con- 
structed in 1909. There is no provision for pupils in this school 
beyond the sixth grade. The very rapid growth of this section of 
the city will compel larger and improved school facilities at an early 
date. 

The sixteenth ward was annexed to the city in 1916. This new 
territory lies north of the Mohawk river, and although sparsely 
populated will develop more rapidly with the completion of the 
barge canal, and the recently improved means of approach to the 
business center of the city. There are two school buildings located 
in this ward. Deerfield No. i is a one-room rural school of primitive 
type, built over one hundred years ago. Deerfield No. 2 is a three- 
room building erected in 1896. For this part of the city these two 
buildings are entirely inadequate. 

The hijrh school building is a large modern plant. In 1917 a 
large additi(.n, double the size of the original building, was com- 
pleted at a cost of $430,000. There is an abundance of classroom 



48 THE UNIVERSITY OF THE STATE OF NEW YORK 

space, although several important and essential. school activities have 
been given no thought; at least have not been provided for. The 
building, however, is one of which the people of the city may well 
be proud. 

Historical Summary 

It is a matter of historical interest to note that the public school 
buildings of the city of Utica compass the century from 1817 to 1917. 
The school building known as Deerfield No. i was built in 1817. 
The new Kernan school was completed in 191 7. There is seen in 
these two buildings and their equipment a concrete commentary on 
the vast progress in education which the past century has witnessed. 
This reference to the old building is of course a mere incident as 
it is located in territory north of the Mohawk river which was 
annexed to the city in 191 6. With this exception the buildings now 
in use have been erected within the past sixty years. 

For the purpose of presenting a complete record there is given in 
the following table a list of the public school buildings of Utica, 
the number of rooms in each, the date when built, and the cost; 
also the number of rooms, the date, and the cost of any addition, as 
well as the cost of the complete building. This presents in tabular 
form what the city has done toward providing school homes for the 
children of the community. 

The building known as the "Advanced School," which was erected 
in 1846, is no longer used for school purposes. During the school 
year 191 7-1 8 at the time the survey was made this building was 
used by various county organizations for war activities. Ten years 
ago this building was a central grammar school, meeting the same 
need as that for which the Union Street building is now being used. 
Later this building was used for the vocational school until dis- 
continued by action of the board of education. Three buildings 
erected previous to 1875 are in use today in their original condition 
without remodeling. They are : the Lansing Street school built in 
1858, the South Street school in 1867, and the Union Street school 
in 1874. These buildings should be abandoned at the earliest possible 
date. In this connection it is of interest to compare the ratings of 
these buildings with the other buildings of the city as given in table 5. 

The Bleecker Street building was erected in 1867 as the original 
home of the Utica Free Academy, and was occupied by the academy 
until 1899, when a new building was erected on the present high 
school site. The Bleecker Street building was entirely remodeled 
in 1900 at an expense approximating the cost of the original struc- 
ture. The Francis Street building was also erected in 1867, and 




Deerfield School No. i 
Building erected in 1817. Contrast with Kernan School (1917) ; a century's 
progress in school construction. 




An open-air school, a part of the Kernan School plant 



REPORT OF THE UTICA SCHOOL SYSTEM 



49 





bD 




G 






m 


•o 












9 


n 


XI 


< 




H 


o 



CO 



-So 
6 p 



0) E) 

E p 



SS 



^•S 



OOOOmOOmOOOOOOOOOOOOOOO 
0000i0000\000000000000000 

OOOO'^OOOvOOOOOOOOOOOOOOO 
OOOOMNOOOOOwOOOOOOOOOOOO 
OOmiOOOOiOOO^OOOOOOOOmClfON 

\0 MM M 



Tj-mOOOOO MOOOooOOOOOOfOTfOO NrOtH 

MmMM MfO MN MOfOMWNMN 



o o o o o 
o o o o o 
o o o o o 



r* 0» M ':t r*5 



C^nO 00 0\ '«:t 



OOiO»0000000'^OOOOOOOOiONfO( 



Ok^N 0\^t^00oo r^r^r>.M n ooo « romroo t^o 



OOMOOOOOO'ttOoOOO'O'^f^'^OOOClfO^ 



•;;:;;. ; . o o 

^^'O .^ <u'-- 



50 THE UNIVERSITY OF THE STATE OF NEW YORK 

thirty years later two rooms were added. The Miller Street build- 
ing consisted of four rooms when erected in 1871 ; in 1909 a six- 
room addition was built. The buildings erected since 1880 are not 
referred to in this connection as the general conditions in these 
buildings are much better than in the older structures. The striking 
exception to this is school No. 18, which is one of the poorest of 
the buildings. It is given the lowest score of any school of the city. 
The following table gives the elementary schools of the city in the 
order of the date of the original building : 

Table 4 

date of original 

SCHOOL BUILDING 

Deerfield, No. i 1817 

Advanced School 1846 

Lansing Street 1858 

Bleecker Street 1867 

Francis Street 1867 

South Street 1867 

Miller Street 1871 

Union Street 1874 

Kemble 1880 

Mary 1882 

No. 18 i888 

No. 19 1892 

No. 20 1893 

No. 21 1895 

Albany Street 1896 

Deerfield, No. 2 1896 

Mandeville 1899 

Prospect 1900 

Wetmore ,. 1900 

Potter 1912 

Brandegee 1913 

Kernan 1917 

It is observed from this table that during the eight years from 
1892 to 1900 eight school buildings were erected, two of which, 
Prospect and Deerfield No. 2, were small schools in outlying or 
annexed territory. The other six buildings were similar in type, 
four of them having ten rooms, one twelve rooms, and one four 
rooms. Since 1900 three new buildings have been erected, the 
Potter school in 1912, the Brandegee school in 1913, and the Kernan 
school in 1917. 

There has been extensive remodeling and several large additions 



REPORT OF THE UTICA SCHOOL SYSTEM $1 

to schools have been built since 1900, some of them equivalent to 
new school buildings. The remodeling of the Bleecker Street school 
in 1900 for use as an elementary school has been mentioned. The 
west wing of the Kemble school was also built in this year. In 
1901, a four-room addition to the Advanced School and an eight- 
room addition to the Mary Street school were built. In 1903 four 
rooms were added to No. 18 school, and two rooms were added to 
the Francis Street school in 1907. In 1909 three additions were 
built, a four-room addition to the Albany Street school, a six-room 
addition to the Miller Street school, and No. 20 school was doubled 
in capacity by an addition of ten rooms. Large additions were 
made to the Wetmore and Kemble schools in 1914 so that these 
schools are reasonably modern in their appointments. The large 
addition to the high school, which has already been referred to, 
increased the capacity of the building 200 per cent. Modern in 
many respects, it has unfortunately failed to provide for some of 
the most important of the student activities. On the basis of 1000 
points for a perfect school plant, the high school is given a rating 
of 783. A detailed outline of the method by which the buildings 
were scored and the results are given in the following pages : 

Scoring of School Buildings 

As a part of the survey of the Utica school plant each building 
was scored or rated on the basis provided by the Strayer " Score 
Card for City School Buildings." This card assigns 1000 points as 
the maximum score of a perfect school plant and divides these 
points as follows : 

Site 125 

Building 165 

Service systems 280 

Class rooms 290 

Special rooms 140 

. Total 1000 points 

Each of these main topics is further subdivided and a relative 
weight assigned to each subtopic. The score card was developed 
in conference and in classroom and represents the consensus of 
judgment of a large number of school people from different parts 
of the country. The subdivision of the general topics and the 



52 THE UNIVERSITY OF THE STATE OF NEW YORK 

weight assigned to each is given here for the information of those 

not famihar with this method of measurng school buildings: 

I Site 125 

A Location 55 

1 Accessibility 25 

2 Environment 30 

B Drainage 30 

1 Elevation 20 

2 Nature of soil 10 

C Size and form 40 

II Building 165 

A Placement 25 

1 Orientation 15 

2 Position on site 10 

B Gross structure 60 

1 Type 5 

2 Material 10 

3 Height 5 

4 Roof 5 

5 Foundations 5 

6 Walls 5 

7 Entrances 10 

8 Aesthetic balance 5 

9 Condition 10 

C Internal structure 80 

1 Stairways 35 

2 Corridors 20 1 

3 Basement 15 

4 Color scheme 5 

5 Attic 5 

III Service systems 280 

A Heating and ventilation 70 

1 Kind 10 

2 Installation ; 10 

3 Air supply 15 

4 Fans and motors 10 

5 Distribution 10 

6 Temperature control 10 

7 Special provisions 5 

B Fire protection system 65 

1 Apparatus 10 

2 Fireproofness 15 

3 Escapes 20 

4 Electric wiring 5 

5 Fire doors and partitions 10 

6 Exit lights and signs 5 

C Cleaning system 20 

1 Kind 5 

2 Installation 5 

3 Efficiency 10 



REPORT OF THE UTICA SCHOOL SYSTEM 53 

D Artificial lighting system 20 

1 Gas and electricity 5 

2 Outlets and adjustment 5 

3 Illumination 5 

4 Method and fixtures 5 

E Electric service system IS 

1 Clock S 

2 Bell 5 

3 Telephone S 

F Water supply system 30 

i Drinking 10 

2 Washing 10 

3 Bathing S 

4 Hot and cold 5 

G Toilet system 50 

1 Distribution 10 

2 Fixtures 10 

3 Adequacy and arrangement 10 

4 Seclusion 5 

5 Sanitation 15 

H Mechanical service system 10 

1 Elevator 5 

2 Booklif ts 2 

3 Waste-chutes 3 

IV Classrooms 290 

A Location and connection 35 

B Construction and finish 95 

1 Size 25 

2 Shape 15 

3 Floors 10 

4 Walls 10 

5 Doors 5 

6 Closets 5 

7 Blackboards 10 

8 Bulletin board 5 

9 Color scheme 10 

C Illumination 85 

1 Glass area 4^ 

2 Windows 20 

3 Shades jo 

D Cloakrooms and vi^ardrobes 25 

E Equipment ' cq 

1 Seats and desks o e 

2 Teacher's desk 10 

3 Other equipment e 

V Special rooms j .q 

A Large rooms for general use 65 

1 Playroom jq 

2 Auditorium j e 

3 Study hall e 

4 Library j^ 



54 THE UNIVERSITY OF THE STATE OF NEW YORK 

5 Gytnnasium lO 

6 Swimming pool 5 

7 Lunch room lo 

B Rooms for school officials 35 

1 Officers 10 

2 Teachers' room lo 

3 Nurse's room lo 

4 Janitor's room 5 

C Other special service rooms 40 

1 Laboratories 20 

2 Lecture rooms 10 

3 Store rooms ' 5 

4 Studios 5 

Totals 1000 1000 1000 

Each school building in Utica was scored independently by three 
competent judges, men thoroughly familiar with modern require- 
ments in school construction. The final score for each building was 
found by taking the sum of the median scores assigned to each of 
the subtopics. The final score therefore is the result of the combined 
judgments of the several men rating the building. 

The following table gives the rating of each of the elementary 
buildings of the city, with the exception of the three small buildings 
which are not included, and the Advanced School no longer in use 
as a school building. 

Table 5 
Rating of Utica elementary schools, 6n a basis of 1000 points 

SCHOOL RATING 

No. 18 463 

Union Street 543 

Lansing Street 574 

South Street • • 577 

No. 19 640 

Francis Street 646 

Albany Street 671 

Mary Street 672 

Miller Street 688 

No. 21 696 

Bleecker Street 700 

Mandeville T^7 

Potter 721 

Brandegee , 732 

No. 20 740 

Wetmore 757 

James Kemble 798 

Kernan 879 

Total points 12 214 

Out of possible 18 000 



REPORT OF THE UTICA SCHOOL SYSTEM 55 

It is not assumed that in every respect the buildings rank in this 
order; but only that in the opinion of three impartial judges, each 
thoroughly conversant with school buildings, equipment and needs, 
the relative rank of these buildings, taking into consideration all the 
factors mentioned in the detailed outline, is fairly determined by the 
final scores given. 

The total number of points scored by the eighteen buildings was 
12,214 out of a possible 18,000 points. In other words, taking these 
elementary school buildings as a unit, they are rated 67.9 per cent 
as compared with a school plant given a maximum rating. The re- 
port of the St Paul survey,^ which refers to the school accommoda- 
tions as most inadequate, gives the elementary school buildings as 
a whole a rating of 27,977 points out of a possible 49,000, or a 
rating for the plant as a unit of 57 per cent. The elementary 
buildings in Binghamton, N. Y., which were scored at the same 
time as the Utica schools, were rated 10,057 out of a possible 14,000 
points or 71.8 per cent of the maximum rating.^ The conditions m 
Utica would seem, therefore, to be better than in St Paul but some- 
what below the rating of the elementary schools of Binghamton. 

The detailed score for each building as given in table 6 shows the 
relative weight assigned to each heading and subheading. This table 
is of interest in noting the special deficiencies of the different build- 
ings and the comparative ratings given under the different topics. 
It is of course apparent that two buildings having nearly the same 
final rating may be and probably are deficient along entirely different 
lines. 

The school buildings of Utica, as is to be expected, are of various 
types. They range from the study-hall type of elementary school 
building, popular half a century ago, through more and more 
improved forms to the modern city grade school building, exem- 
plified by the Keman school. On a scale of looo points for an ideal 
school plant, the building scores range from 463 to 879 points. 
In the paragraphs that follow will be found a brief general dis- 
cussion of the principal 'items considered in determining these 
values. 

Playgrounds. Except in three instances the school sites are suffi- 
ciently large to provide the minimum playground space, 30 square 



1 The St Paul Survey ; Building Survey, Strayer and Englehardt, St Paul, 
Minn., 1917. 

2 The Binghamton School System, New York State Education Depart- 
ment, 1919. 



56 



THE UNIVERSITY OF THE STATE OF NEW YORK 





W) 




a 








'O 












3 




Xi 


VO 


-3 




o 


n 


u 


< 


w 


H 


<4-l 



^S Suisueq 



^ioodsojj 



J37I39ia 



;S StOUBJjJ 



^S M^^oS 



;S ^u^qiV 



993apuBJa; 



sitiAapu-Bj^ 



^S ^-i^H 



J9niH 



81 'OH 



6i -ojsi 



12 'OlsJ 



ja^^oj 



G^quis^; S9uiBf 



UBIU9X 



oc -OM 



9JOUI1.9^ 



:iS uoTU£[ 



Axnap'Bov 



< P. 



N OiOO i/)N CON t^'«^l/)r»ro ^O r*i/lt-*'^M Ooo lOO M ror^O 



M ^«fOOi« ^NTfroro^-^ I 



w r- (N\0 -^ "^ lo ^ 






C uirONN e^iOiOOOlOro 



O w (N lo o* "tI-o r* r-- f-^ r- looo m w o roO ro t^O 



fOMc^r^MrJ-iOM 









) tJ- lo -^ i^O i/lO (N fO ►H T^O C^ ►-" t^0>0 r^'^O rorOMiot^ 



COrO<N (NO N ■rffOsO'^'^^ 



ro Ovc^OiDMroro^ 



t^CO m-^roO^rOM 0\ *-> POWiO fOO n I>\0 O "^00 ' 



O^r^tN rorOi-< lOO 0\'^iJ^^-< i 



PO ro ro t^O (N 'd'O i-i N rO 



^(N CN O N lOO\00 lOO ':t'^'^00 0\P01>1000 ^lOf^O W fO< 



O lO N CO ^ W ■^ Tt-OO -"^ ^ M I 



t-iro rOMt^r-Nro'^H 



r ro (N O ro r-o 0\'^r^'^fOt^ro-tt^O\0 0\m woo OvOsrot^ 
hNrOMOiTl-Ti-rj-'^WMM t-tro ^»^Ot^^*^^C^'«^l-tMl-^ 



0»t-vO "M O "^OOOO -^00 ■^' M'OO roOC^i'^O OiDO M 



O lOCi roc^ cs ij->T3-ioi 



tHfO rof000vO<N"^t^(Ni 



■^-foo M inO\»oi>-t^t^roro "^O ro ^ 0\ r* Oi n -^O cs to Ov rfoo r>- 
O'^CNro'NNTt-iOMij^iOMMMC^ro torooOt^N^oocstNco 



-rooo roOOco <N Oco O OOO "^ t^O ^-t^roOvr^Ooo 0\ t^iT) t>- 



lO (N ro ■^ >H UD t-O OO ' 



■^ O rooo t^ N rtoo N N ro 



Oioroc^i O^OOfONW rJ-i>sO roi'icO t-<N O 0\0\0 '^J-'^rOTM^ 



O-^cs rot-i M-^iOMiOTj-^ 



)rot--i>N''i-r*M M ro 



O O O OOOl>-iOO rofOOO TfvO O t^N t^-^O O»I>00 OcO ro*^^ 



i/7fOroOt>-t rJ-fOiororO"- 



WW O ro^n-rt Nw 



O HvO ro^^rOro^-^ O -^00 roO u^O lO rO '^ lOOO -rh W lO N 0\ w m 
h-iioMrorowiO'Ci-i'OW M MM c^Tt rofOt^OMfOO\WfOro 




REPORT OF THE UTJCA SCHOOL SYSTEM 57 

feet of playground area to a pupil. This standard is, however, a 
minimum standard. In the city of London the school authorities 
require one hundred square feet of free play space to a pupil, and 
in many American cities plans for new buildings and sites make 
much more generous provision. The number of square feet of 
playground area to each pupil in the elementary schools of Utica, 
omitting three small schools, is given in the following table : 

Table 7 
Playground area per pupil in the elementary schools 

SCHOOL SQ. FT. 

Bleecker Street 12 

No. 18 18 

South Street 21 

Wetmore 31 

Francis Street 32 

Miller Street 32 

James Kemble 34 

Lansing Street 35 

Potter 39 

Union Street 44 

No. 20 S3 

Mandeville 54 

Brandegee T2 

Albany Street 86 

No. 19 89 

Kernan 99 

Mary Street 108 

No. 21 115 

From table 7 it is observed that three schools have less than 30 
square feet of playground area to a pupil; seven schools have 
between 30 and 50 square feet to a pupil ; six schools between 50 and 
100; and two schools have playground area in excess of 100 square 
feet to a pupil. What a marked contrast in the playground space 
provided at the new Kernan school and at the Bleecker Street 
school! Fortunately the Bleecker Street school is located near a 
small park which undoubtedly offers opportunity for free play. 

No effort has been made apparently to make use of the playground 
areas as centers for recreational activities^ either for the pupils 
during the school year or for community interests during the 



1 Since this report was prepared a municipal commission has been appointed 
and given authority to organize the playground activities, and an appropria- 
tion for the work has been made. 



58 THE UNIVERSITY OF THE STATE OF NEW YORK 

summer vacation. No playground apparatus was observed on any 
school ground except at the Mary Street school, where the apparatus, 
consisting of swings and basketball equipment, was said to be owned 
by the school playground association. The recreational periods 
during the school sessions are under no supervision. The play- 
grounds are not used as community centers during the vacation 
periods. The necessary equipment for these purposes should be 
provided and the playground activities throughout the year directed 
as one of the important educational activities of the local school 
authorities. 

Of the eighteen elementary school buildings in the group, several 
are in an environment quite unsuitable for school purposes. Some 
of the more objectionable features are as follows : 

Number 18. Overshadowed by neighboring structures that cut 
off needed light. Adjacent to railroad yards. Dirty and noisy. 
Saloons near. The limited playground space so cut up as to be 
almost useless. 

Potter. Across the street from the railroad yards. Exposed to 
stable odors. Dirty and noisy. 

South Street. Livery stable adjoining. Saloon near. 

Bleecker Street. Saloon, dance hall, and theater nearby. Play- 
grounds very limited. Small park of some benefit. 

Brandegee. Large factories near. Smoky. Saloons. Neverthe- 
less has large grounds and is a vital factor in the center of a 
congested district. 

There are objectionable features in the environment of other 
buildings which might be added to this list. These are mentioned 
as representing the more unsatisfactory conditions. It is not 
assumed that it is always possible to select a site with an ideal 
environment. The school itself should be a power for good and 
for moral uplift in surroundings which may be morally bad. There 
are certain large factors, however, which should be kept in mind 
in selecting a school site in order that the large objectionable features 
may be avoided whenever possible. 

The fact is generally recognized that in the grade schools of a 
city recreational activity is a necessity for the children. Accord- 
ingly, provision is made in the progressive school systems for such 
activity in all grade programs. The need of suitable playground 
equipment is a natural and essential sequence of recognized recrea- 
tional needs. If children must play it is fitting that they should be 
provided with the proper implements of play. This remark is 




The Bleeker Street School 
The old academy building erected in 1867. Remodelled in 1900 for the 
elementary gradej. 




The South Street School 
An old building in use over fifty years. Should be immediately abandoned. 



REPORT OF THE UTICA SCHOOL SYSTEM 



59 



particularly pertinent in the case of school grounds whose area is 
so limited as to curtail in large measure freedom of choice among 
the sports and games that demand a considerable field for their 
exercise. 

All schools in Utica are at least reasonably accessible to the pupils 
who attend them. Few pupils have to walk inconvenient distances 
and none have unreasonably long distances to travel. 

Floor space and air space. There are certain regulations regard- 
ing school building construction which are generally observed 
throughout the country. In New York State these requirements are 
enforced partly by law and partly by the regulations of the State 
Department of Education. The Department has legal authority to 
prescribe regulations governing the construction of school buildings 
in all parts of the State except in the cities of the first and second 
classes. Regulations regarding floor and air space, heating and 
ventilation, fire escapes on three-story buildings are matters of 
statute; the requirement regarding the necessary amount of win- 
dow space is a Department ruling. 

The statutory requirement is 15 square feet of floor space and 
200 cubic feet of air space to each pupil. In the elementary schools 
of Utica there are approximately 242 classrooms exclusive of 
kindergarten rooms and counting each study-hall and recitation 
room^ in the study-hall type of building as a classroom. Of these 
242 rooms, 114 do not comply with the requirement as to air space 
and 108 do not comply with the requirement as to floor space for 
the number of pupils for whom seats are provided. The distribution 
of these rooms with regard to degree of deficiency in floor and air 
space is shown in the following table : 

Table 8 
Distribution of rooms as to required air space and floor area 



100% 


90% 


80% 


70% 


60% 


50% 


or 


to 


to 


to 


to 


to 


more 


99% 


89% 


79% 


69% 


59% 


128 


33 


33 


16 


8 


14 


134 


36 


26 


16 


7 


13 



Be- 
low 
50% 



Number of rooms having pro- 
portion of required air 
space as indicated 

Number of rooms having pro 
portion of required floor 
area as indicated 



10 



^ Kindergarten rooms and six recitation rooms seated with movable benches 
are not included. 



6o 



THE UNIVERSITY OF THE STATE OF NEW YORK 



These figures show that 114 of 242 rooms do not have the amount 
of air space required by statute, that 48 rooms have about two-thirds 
or less of required air space and 24 rooms have less or at best but a 
little more than one-half the required space. It should be noted 
also that these are the rooms where the ventilation (see table 10) 
is the poorest. If we estimate the number of children in each of 
these rooms as 35, we find that approximately 850 children in the 
Utica schools are crowded several hours daily into rooms having 
but one-half the minimum amount of air space required by law. 
One hundred eight rooms have less than the required floor area, 
46 have about two-thirds or less, and 23 have about one-half or less. 

The minimum requirement of the Education Department regard- 
ing the amount of window area is that this shall be equivalent to 
not less than one-fifth of the floor area. This requirement is essen- 
tially the same as that in force throughout the country except that 
the requirement is often one-fourth instead of one-fifth. Of the 
total 248 rooms in the Utica public schools, 127 meet fully the 
Department regulation and 121, or nearly 50 per cent, have less than 
the required amount of window area. The distribution of rooms by 
percentages of required window area is shown in the following 
table : 

Table 9 
Distribution of rooms as to required window area 





100% 

or 
more 


90% 

to 

99-9% 


80% 

to 
89% 


70% 

to 
79% 


60% 

to 
69% 


50% 

to 
59% 


Be- 
low 
50% 


Number of rooms having pro- 
portion of standard amount 
of glass indicated 


127 


57 


1 '"^'^ 

26 


is 

1^5 


' 9 


10 


4 



Therefore, of the 121 rooms which fall below the standard, 57 
have from 90 to 99.9 per cent of the required amount of glass ; 
26 have 80 to 89 per cent; 15 have 70 to 79 per cent; 9 have 
60 to 69 per cent; 10 have 50 to 59 per cent; and a very small 
proportion, 4, have less than 50 per cent. 

Other conditions affecting lighting. Another practice of modern 
schoolhouse construction is that windows shall be close together, not 



REPORT OF THE UTICA SCHOOL SYSTEM 6l 

separated by a distance of more than 12 inches, since wider separa- 
tion causes alternate bands of light and shadow. In but five school- 
houses, Miller, Potter, Kemble, Kernan and Wetmore, is this pro- 
vision carried out; in others the width varies from ij^ feet to 
several feet. The window nearest to the front of the room ought 
to be at least 7 feet distant from the front wall. If it is nearer it is 
of little use to the pupils. Moreover, when thus placed it tends to 
throw direct light upon the blackboard and thus causes a glare. In 
approximately two-thirds of the schoolrooms in the city the front 
window is within 2 or 3 feet of the front wall. 

On the whole, the range of variation from the recognized standard 
of lighting in the various buildings is exceptionally noticeable. In 
planning these buildings not much attention was given to the prob- 
lem of adequate lighting and of proper light-control in the school- 
room. 

Warming and ventilation. A very important consideration in 
the planning and operation of a school building is the question of 
ventilation. Scientific test has proved again and again that good 
ventilation substituted for poor, means mental stimulation, increase 
in health and working energy, and the saving of life. One-third 
increase in mental efficiency, one-half decrease in days of sick-leave, 
90 per cent, 75 per cent, 60 per cent decrease in hospital death rates 
are proved results of specific cases where poor ventilation has been 
changed to good. The requirement as to the supply of fresh air in 
schoolrooms adopted by the Education Department of this State, 
and generally accepted throughout the country, is that 30 cubic feet 
of fresh air a minute shall be supplied for each pupil. 

Table 10 shows the number of rooms in each building of the Utica 
school system which were tested for ventilation and the average 
proportion of the required amount of fresh air supplied to each of 
these rooms. 



62 



THE UNIVERSITY OF THE STATE OF NEW YORK 



Table io 
Summary of ventilation tests 





WHOLE 
NO. OF 
ROOMS 


NO. 
ROOMS 
TKSTED 


PERCENTAGE OF REQUIRED VENTILATIONS 


SCHOOL 


Under 

25% 


Under 
50% 


50- 

75% 


75- 
90% 


90- 
100% 


100% 
or over 


Plenum system 
Albany 


10 
22 
17 
ID 
12 
10 
18 
16 


8 
8 
5 

4 
4 
4 
8 
4 




I 
2 

2 


2 

I 
2 


I 
2 

I 


3 
2 

I 
I 


4 




3 




I 


Miller 


2 


No. 1 8 




No. 19 


4 


No. 20 


6 


Potter 


4 






Total 


IIS 


45 




5 


5 


4 


7 


24 






Monarch system 
Bleecker 


10 
30 

9 
10 

30 


S 

13 

5 

8 

12 




I 


3 
2 
3 


I 
I 

I 


I 
I 
I 
I 




James Kemble 

Mandeville 


II 

I 
7 


Wetmore 


8 






Total 


89 


43 




I 


8 


3 


4 


27 






Gravity system 


I 
8 
8 


I 
8 
8 


I 
8 


8 






















Total 


17 


17 


9 


8 















No system 
Francis 


7 
10 




Direct — steam only 



















The following observations may be noted : 

1 In the foregoing table the percentages of required ventilation 
are based on the enrolment in each room rather than on seating 
capacity. 

2 Obviously the efficiency of any system will depend very largely 
on the manner of its installation and on the intelligent and thorough 
manner in which the plant is operated. Data on these points are 
not at hand. 

3 The data are not sufficiently complete or conclusive to warrant 
generalization regarding the relative merits of different systems of 
ventilation, 

4 Taking 90 per cent as the minimum standard of satisfactory 
ventilation, the tests show results as follows : 

Plenum. Of the 45 rooms tested, 14, or 31 per cent, fell below 
standard; the other 31 rooms, 69 per cent, are recorded as satis- 
factory. 

Monarch. Of the 43 rooms tested, 12, or 28 per cent, fell below 
standard; the other 31 rooms, y2 per cent, made a satisfactory 
showing. 



REPORT OF THE UTICA SCHOOL SYSTEM 63 

5 In two of the schools (No. 19 and Potter), the tests gave a 
perfect score. Tests were made in eight of the twenty-six rooms in 
these buildings. 

6 In two of the buildings ventilated by the Plenum system (Mary 
and No. 18) the tests indicated very unsatisfactory conditions. 
Tests were made in nine of the twenty-nine rooms. 

7 Five schools (Francis, Lansing, Prospect, South and Union) 
having an aggregate enrolment of 1174 pupils, are practically with- 
out ventilation. 

The temperature readings which were taken in nearly all the 
rooms show an unusually wide variation. The readings were taken 
in February. Some of the buildings were visited on holidays when 
the schools were not in session, and this explains in part the low 
readings. In the James Kemble school the thirty readings taken in 
the various rooms range from 58 to 74 degrees. In the Wetmore 
school the twenty-nine readings range from 44 degrees to 73 degrees. 
Both of these schools were in session at the time. The minimum, 
median and maximum readings for each building are as follows: 

Table ii 
Thermometer readings 

SCHOOL MIN. MED. MAX. 

Albany Street ^ 46 50 50 

Bleecker Street 62 70 78 

Brandegee 61 68 75 

Francis Street 52 70 70 

James Kemble 58 63 74 

Kernan 66 68 74 

Lansing Street 65 68 T2 

Mandeville 64 66 66 

Mary Street 68 Tz yj 

Miller Street 62 69 72 

Potter 60 70 80 

South Street 6a 62 67 

Union Street 60 64 68 

Wetmore , 44 63 y^ 

No. 18 62 67 75 

No. 19 66 70 76 

No. 20I 52 59 74 

No. 21 60 70 74 

High 64 70 73 

^ School not in session. 

The range of these readings in some buildings is seen to be 
unusually wide. In the Potter school the readings range from 60 



64 THE UNIVERSITY OF THE STATE OF NEW YORK 

to 80 degrees. Seven of the buildings in which school was in 
session show a variation of from 2 to 9 degrees ; eight of the build- 
ings show a variation from 10 to 18 degrees; and two buildings 
from 20 to 29 degrees. At the time of the visit to the Union Street 
budding the fresh air supply was being taken entirely from the 
basement ; such a policy even in extreme weather is quite indefen- 
sible. If the condition of a building is such that this is done by 
the janitor in winter weather it is a situation regarding which the 
public should be advised. 

The following table is of interest in connection with a study of 
the temperature readings, giving the number of rooms and the per- 
centage of rooms at the different temperatures : 

Table 12 
Number and per cent of rooms at diiTerent temperatures 

PER CENT OF 
READINGS NO. OF ROOMS ROOMS 

Below 60° 2)1 12.9 

60° or 61° II 3.9 

62° or 63° 27 9.5 

64° or 65° 22 T .-; 

66° or 67°... 38 13.3 

68° or 69° 53 18.6 

70° or 71° 45 15.8 

72° or 73° 28 9.8 

74° or 75° 13 4-6 

76° or if 7 2.5 

78° or 79° 3 I.I 

80° or above i .4 

The unusual number of low readings, due in part to the season 
of the year, and the rather large percentage of high readings indi- 
cates not only unsatisfactory conditions in some of the buildings but 
also a lack of thorough supervision and control in the organization 
of the janitorial staff. In buildings of modern construction differ- 
ences of 16, 18 and 20 degrees in temperature in different rooms 
of the same building are far too great to be explained by a mere 
reference to the winter season. Whether the difficulty is with the 
personnel of the staff or with the installation of the heating and 
ventilating system is a vital question which should be promptly 
solved. 

Table 13 shows the percentage of required toilet accommodations 
provided in the various school buildings. It is computed upon the 
standard set by the Strayer Score Card for City School Buildings 
(see page 51), one seat for every 15 girls, one seat for every 25 boys 
and one urinal for every 15 boys. 



REPORT OF THE UTICA SCHOOL SYSTEM 



65 



o 

O 



r^ 


r^ 









+J 


M 




>-j 


'd 


n 


a> 


f, 


^ 


H 


3 




c 




V 





7) 




000000 




5 
^5 






tn 




e! 


ss-sj 


N 00 


M 


IN OOvO 


> 


« ro w 










Bi 


w 











^ 




■* t^ ro 





Om-1 







^ °^ 






m 






_2 


. 10 • 




"o 




6? 




^0^ 


■ in ■ 


u 




T 
fe5 






m 


■ H . 


g 








^ 


■ N-O 


^ 


^■sj 


■ n\d 





^ 










m 


■ ■*ro 





-: 'o 




00 


-1 






_m 


WM H 




"o 










I/) M M 


00 






fe5 


JB 


t-t N C^ 





_• "o 




t^ 


On-i 

^°1 






^ 


\0 »/^nO 


^ 


^*s| 


M M 










^ 






CO 


nun 





_■ "o 







^°l 






^^1 


n ■ N 


fe5 














m 




m 


>0 ■ Tf 


10 


6^ 8 






m 




<SvOO 





MUM 


m 






u 






ID 


■^tn fo 


z 


o-hS 




'-' 


1 
















Ul VI 








*j+j 








(8 ol 






w m ^ 












H'^ 






IH 0*S 






f3 


mo 1 



66 THE UNIVERSITY OF THE STATE OF NEW YORK 

This table shows that as computed on the standard previously 
explained, only three of the schools are provided, with the requisite 
number of seats for girls, and ten schools have less than 70 per cent 
of the standard number. Seats for boys are provided in adequate 
number in eight schools, while each of the remaining ten has less 
than 90 per cent of the requirement. Four schools have an adequate 
number of urinals, ten have less than 60 per cent of the number 
required. In four buildings the provision for lighting the toilets is 
reported as unsatisfactory and in two as only fair. 

The state requirements as to toilet accommodations are that one 
seat shall be provided for each 25 girls and one seat and one urinal 
for each 40 boys. The Utica school buildings meet these require- 
ments to the extent indicated below: 

The high school and five other schools meet these requirements 
fully. Fifteen of the nineteen buildings are equipped with an 
adequate number of toilet seats for the boys : two of them have 
63 and 66 per cent respectively, one has 88 per cent, and one 92 per 
cent of an adequate number. All but one of the buildings meet the 
requirement with regard to adequate number of urinals ; that one has 
51 per cent. The condition with regard to accommodations for the 
girls is not so good: twelve of the buildings meet the requirement, 
four of them have from 52 to 'j^ per cent, and three have from 75 
to 89 per cent of the number of toilet seats for girls as required by 
state law. 

Toilets that are dark and damp are not only unsanitary but a 
breeding ground for immorality. In the old South Street school the 
boys' toilet room is almost totally dark, the floor is damp, and the 
urinal is not separated into stalls. There is serious need of tem- 
porary remodeling even though the building be used only a few 
years. In the Brandegee school, at the time of the first visit, the 
toilet floors were wet, the hot water connections were not in use, 
and there was no evidence of towels or soap. The walls in these 
rooms were painted very dark. Conditions would be much better 
if the walls in the toilet rooms in all schools were painted white. 
If the schools are to become the real moral force that they should 
be, much greater attention must be given to the care, cleanliness and 
sanitation of toilet rooms in every school building. 

Drinking water. All of the eighteen buildings represented in this 
report are supplied with drinking fountains of the bubbling type. 
For the most part these fountains are conveniently located for use 
on the various floors and in most buildings an adequate number is 
provided. 



REPORT OF THE UTICA SCHOOL SYSTEM 6/ 

Bowls and baths. Suitable lavatories, for the most part supplied 
with hot as well as with cold water, are found in all of the eighteen 
buildings except four; three of the latter four, namely, South, 
No. 19 and Union, have only one lavatory each, located in small 
rooms adjacent to the principals' offices. Towels are supplied in 
all buildings except Lansing, No. 19 and No. 21. The towels pro- 
vided are of cotton except m the Kernan school, where they are of 
paper. The observations made by the members of the survey staff 
indicate, however, that although as shown above adequate lavatory 
provision has been made, sufficient care has not been exercised to 
keep the lavatories in proper condition for use by the children. In 
most instances hot water was not available and towels and soap 
were not supplied. 

There are shower baths in six buildings, namely, Bleecker (2), 
Brandegee (4), Mary (6), Potter (8), Kernan (4), and Wetmore 
(10). In each case the number of baths indicated is distributed 
equally, half for the boys and half for the girls. Apparently, 
however, these are seldom used. 

Fire protection. One building, the Kernan, is of the fireproof 
type. Two others, James Kemble and Potter, have fireproof base- 
ment ceilings. All the buildings are provided with fire alarm sys- 
tems with special signal and gong, but none is operated auto- 
matically. Proper panic bolts are found on the exit doors of nine 
buildings. In nine of the eighteen buildings the basements are 
isolated from the first floors. In most of the buildings the protection 
from fire is inadequate. 

Cloakrooms. In point of accessibility the cloakrooms in essen- 
tially all buildings are rated as satisfactory, and except in two build- 
ings, they are considered adequate in size. In some instances the 
hooks in these rooms are not placed in a manner adapted to the 
varied heights of different groups of pupils, and in some cases the 
supply of such hooks is rather meager. In four buildings the con- 
trol of the cloakrooms by teachers is unsatisfactory, due to location 
of the rooms and the placing of doors of ingress and exit. Umbrella 
racks are usually provided in the cloakrooms or halls. In a number 
of cases provision for the care of rubbers is inadequate. Many of 
the cloakrooms are not properly ventilated. 

Pupils' desks. For the most part the desks provided for the grade 
rooms are of the individual type and most of them are adjustable. 
Noticeable exceptions to the rule are found in schools Nos. 19, 20 
and Union Street. In No. 19 school all but 47 of the desks in a 
total of 429 are nonadjustable, and in No. 20, 283 in a total of 725 

3 



68 THE UXIVERSITV OF THE STATE OF NEW YORK 

are nonadjustable. Old pattern, double, nonadjustable desks are 
found throughout in the Union Street build ng._ 

Comparatively few of the desks in the various buildings are old 
or out of date ; as a rule they are in a good state of finish and repair. 
The practice of readjusting the desks from time to time with the 
coming of new contingents of pupils, appears to be quite general. 

Blackboards and bulletin boards. Slate boards are in all the 
buildings. These are usually of good quality and adequate in extent. 
In six buildings the boards are dark wine color; in all others they 
are black. Except in two buildings the boards are quite generally 
set too high for greatest comfort and convenience in use. The usual 
average variation in height from the standard is 4 to 6 inches, with 
some rooms showing a setting of boards 10 to 12 inches above stand- 
ard height. 

Suitable bulletin boards are found in most grade rooms through- 
out the schools, and these as a rule are conveniently placed for use 
and observat on. A few of these boards are placed in the corridors 
adjacent to the entrance. Comparatively few of the boards are of 
cork and a number do not readily take or hold the notices and 
exhibits that it is desired to display. 

Equipment of classrooms. Classrooms are in general provided 
with an adequate supply of maps, globes, charts and other materials 
adapted to the uses of the various grades. In most grade rooms 
throughout the system the bookcases and cabinets contained a good 
numiber of supplementary readers and in the more advanced grades 
a supply of suitable books for reading and reference. The kinder- 
garten rooms are provided with pianos, sand tables, kindergarten 
tables, occupational supplies. Phonographs are found in all the 
schools. Two buildings have four pianos each, five have three each, 
ten have two each, and one has one for the general use of the 
school. All schools have weighing and measuring scales for use of 
the school physician and the school nurse. 

The wall picttn-es observed in a large proportion of the schools 
are well selected, sufficient in number and artistically placed. In a 
few rooms medallions were noted and in some instances pieces of 
statuary adorned the classrooms or the halls. Potted plants are not 
infrequently seen in the classrooms. 

Care of buildings. Vacuum cleaners are provided in the Potter 
and Kernan schools and in the new part of the Wetmore school. 
The time and methods of cleaning appear to be rather well stand- 
ard zed for m.ost of the buildings. Nearly all janitors report that 



REPORT OF THE UTICA SCHOOL SYSTEM 69 

they sweep the buildings daily, using brush and moistened sawdust 
in the process. Dusting, usually with a dry cloth, sometimes with 
an oiled cloth, is done before school hours each morning. Dry 
dusting should be entirely eliminated. At the South Street school 
it was reported that there is "no dusting except by teachers." 
Kindergarten rooms and kitchens are usually mopped weekly and 
the corridors and toilets once in two to four weeks. In a few 
buildings the halls are mopped weekly. The floors of classrooms are 
mopped twice to four times yearly. Floor oil is used in Brandegee 
and Wetmore buildings once or twice a year. In most buildings 
w:ndow cleaning is apparently not done so frequently as is needed. 
In general, with the exceptions noted, the janitorial service appears 
reasonably good. 

Utica Free Academy 

The Utica Free Academy is favorably situated in a residential 
section of the city on a site which gives it the advantage of facing 
three streets, through one of which a car line passes. 

The building is a three-story brick structure which occupies about 
one-half of the three and a half acre site. It comprises an old and 
a new part. The two are connected, one arm of the new part 
joining the old and making a continuous fagade in the front. There 
are ninety-six principal rooms, all that are in use being well equipped 
for their various purposes. They include general recitation rooms, 
science laboratories and lecture rooms, and commercial rooms' 
There are rooms which were or;ginally planned for vocational and 
industrial work but for which the equipment has never been pro- 
vided. No provision has been made for a g)^mnasium, which is a 
serious handicap to the work of the school. The auditorium, .n the 
old building, is modern in fixtures but no longer adequate in size. 

The heating plant is located in an inclosed court which is partly 
surrounded by the side and rear arms of the new port on. Heating 
is by direct-indirect steam, with thermostatic control. Some rooms 
have exhaust through heated ducts. The Monarch system of ven- 
tilation is in use. 

The new wing is fireproof, the old part, semi-fireproof. There 
is a fireproof ceiling m the basement and there are some fireproof 
doors. 

^ Lighting does not seem satisfactory in all particulars. Artificial 
lighting is by electricity and chiefly from ceil ng outlets. Although 
the corridors are well lighted, classroom window space does not 
conform strictly to rule. Too great distance between windows 



•JO THE UNIVERSITY OF THE STATE OF NEW YORK 

causes bad shadows. On the third floor the distance from the 
ceiling to the tops of the windows is so great that their efficiency 
is seriously impaired. 

The sanitary conditions are good. Hot water is supplied to the 
one bath-tub, most sinks and nearly all of the 121 wash-bowls. In 
the corridors on all floors, including the basement, and in the lunch 
room, are 22 bubbling dr.nking fountains. Toilet fixtures are satis- 
factory and ample for the present school but not for the capacity of 
the building. The needs of the community and proper development 
of the high school w^ork will require the early addition of a modern 
gymnasium, swimming pool, lockers and baths, and equipment for 
technical, industrial and vocational courses. 

Summary 

A complete summary of the detailed score of each building is 
filed in the office of the board of education, and for that reason the 
recommendations as. to minor changes and repairs are not included 
here. 

The lack of a definite policy in the school organization has resulted 
in an unusual condition in the school plant. The various types of 
buildings provide for all grades of instruction, one through the third 
grade, another through the fourth grade, another the fifth, and 
another through the sixth. Three schools provide for all work from 
the k ndergarten through the eighth grade, while one of the old 
buildings without equipment or other special adaptation is a central 
grammar school. The whole situation regarding the school plant 
demands careful analysis and thorough study in order that a broad, 
constructive program may be made the basis of future action. 
School construction should not only meet the needs of growth in 
populat on, but also, through the provisions found in the school 
plant, should provide for the larger educational needs of the school 
and the community. 

Among the larger questions relative to the school plant which need 
the constructive thought of the local school authorities are the early 
abandonment of the following schools: No. 18, Union Street, Lan- 
sing Street, South Street, Deerfield No. i, and 'Prospect Street, and 
the necessary construction of modern school buildings to replace 
them. In planning the school accommodations wh'ch must be pro- 
vided two large questions of policy are involved; one relating to 
the location and capacity of the new buildings, which can be deter- 
mined only after a thorough study of the trend of population, and 



REPORT OF THE UTICA SCHOOL SYSTEM 7I 

the Other relating to the character of work and the differentiat'.on 
of courses to be offered to pupils in the higher grades. The brief 
study of the population in the earlier part of this chapter is not to 
be regarded as complete but only as introductory to a detailed study 
with the city block rather than the ward as the unit. Of equal 
importance is the determination of the character of the course of 
study that should be offered in the higher grammar grades. The 
discussion of the course of study belongs, of course, in another 
chapter, except that it is impossible to plan a school building so as 
to meet adequately the needs of a school community without giving 
careful consideration to the character of the work to be provided. 
In the Deerfield section, in the southern part of the city, possibly 
in the seventh ward, in the eastern section of the city, and in the 
more central portions, the school problems need thorough study. In 
meeting these problems there is an unusual opportunity to introduce 
a type of intermed ate school, or junior high school, which if prop- 
erly organized would be a distinctive feature of the educational 
system of the city and would furnish vast possibilities to the pupils 
and to the school public. 



5 
SUPERVISION 

In addition to the supeiintendent of schools, the supervisory staff 
consists of the high school principal, twenty-one principals of 
elementary schools, and six special supervisors of grade work in 
the following subjects: vocal music, drawing (two), physical tra'n- 
ing, sewing, kindergarten and primary. 

There are no city supervisors having general charge of the teach- 
ing of major subjects such as English or history. Whatever general 
supervision of these subjects there is, is done by the school prin- 
cipals. The work of the special supervisors in the five subjects 
mentioned above notwithstanding many excellent features is carried 
forward independently rather than in accordance with any broad 
unified program. In other words, while much excellent work is 
being done by the individual supervisors, there is not the carefully 
organized program of general supervision which is a strong feature 
of some city school systems. 

An examination of the records of the supervisors and the'r assist- 
ants in the various supervisory fields indicates that as a group 
they are educationally well qualified for their positions and that 
their experience in teaching is such as to warrant the expectation 
of successful leadership. It does not appear that they are working 
under restraints of a nature to impair their usefulness or to offer 
discouragement in effort. The allotment of time for their various 
departmental activities in the daily schedules of the schools is 
ample. Excellence in results is noted and commended by the 
school authorities. Exhibitions from time_ to time of classroom 
work in drawing and in the manual arts, and entertainments in 
which vocal and orchestral numbers are presented by individuals 
and by classes, afford an excellent stimulus to pupil effort. 

Important features of the supervisory methods in vogue are : 

1 Careful outlining of the work to be done in the schools, usually 
by months. 

2 Frequent visitation of grades to observe work and to confer 
with teachers. 

3 Teachers' meetings at frequent intervals, sometimes in grade 
groups, sometimes in general conference. 

4 Observation of regular office hours by the supervisors for con- 
ference with individual teachers. 

5 Exhibitions of school work. 




CO 'O 



PQ b 



H 



bJD 



bC 



o 



REPORT OF THE UtiCA SCHOOL SYSTEM 73 

The freedom which is given to the special supervisors in look- 
ing after the^r work is apparently wisely used. With a more highly 
organized program of supervision, however, more definite schedules 
would probably become necessary. One supervisor has a definite 
schedule for each day covering a period of four weeks within which 
she visits each school in the city. Another supervisor states that 
she visits the teachers " every two or three weeks " and observes 
their work, and that meetings for each grade are held " every six 
or eight weeks " to instruct the teachers in the particular work about 
to be taken up. Again, a supervisor states that she visits the schools 
" from nine to twelve, and one-thirty to three-thirty," and that 
teachers' meetings for conference are held " every six to eight 
weeks." The fact that there are many special teachers throughout 
the schools, particularly in music and drawing, modifies the work of 
the supervisor and may in part explain the lack of a more definite 
daily or weekly plan of work on the part of the supervisory staff. 
It is, of course, quite a different problem to supervise the work in 
drawing in a city where the instruction is given by the regular class- 
room teachers, than where the class work is under the direction of 
special teachers as is the case in most of the Utica schools. 

The supervisor of kindergarten and primary grades, in a report 
made at the close of the year to the superintendent of schools, calls 
attention to the excellent work done by the teachers in visiting the 
children and parents in their homes and refers to the emphasis that 
had been given dur.ng the year to the organization of mothers' meet- 
ings in the various kindergartens throughout the city. Attention 
is also called to the special emphasis which was given to the work 
in supplementary reading and the importance of classroom libraries. 
Wxth regard to these features of the work during the year the fol- 
lowing statements are made by the supervisor : 

The teachers have made 3370 calls upon the children in their homes; an 
average of 125 calls a teacher. The advantage of these visits to teachers, 
homes and schools can not be overestimated. 

Sixty-four mothers' meetings have been held in the various kindergartens 
during the year. These meetings have been most effective in joining the 
hands of the -school and the home. 

'Ihe work in reading has shown especially gratifying results. More 
books have been read, the purpose and advantage of silent reading have 
been emphasized and the oral reading has shown marked improvement. A 
large number of supplementary readers have been purchased for use in the 
schools the coming year. These have been very much needed and will be 
appreciated by both teachers and pupils. 



74 THE UNIVERSITY OF TPIE STATE OF NEW YORK 

Sixty-three teachers have started libraries in their rooms for the use o£ 
children before school or when their regular school work has been finished. 
This has proved an excellent means of interesting the children in good 
books. 

The supervisor of drav^ing in a statement with regard to the year's 
work emphasizes the attention which was given to special activities 
connected with war work. The following statements are made : 

In the fall the grades spent much time making calendars, grocery lists, 
twine boxes, change banks, and writing pads and decorating the articles 
when made with original designs. The seventh and eighth grades painted 
and decorated bottles, tiles and boxes of various kinds and then sold many 
of the things, realizing about $275, which was given to the Red Cross. 

In March and April the grades worked on original window cards and 
posters for the potato drive, food conservation, books for the soldiers, and 
W. S. S. sale. 

A rather unique feature of the work of the supervisor during the 
year related to a course in observation and memory drawing of the 
city life and surroundings. It is stated that this proved most helpful 
and instructive, the children observing as never before the public 
buildings, vehicles, apparatus etc. and reproducing them from 
memory. 

The following statement made by the supervisor of sewing relative 
to the year's work shows the emphasis that was placed upon Red 
Cross activities : 

All grades have been interested in knitting for the soldiers, the younger 
children knitting washcloths and Belgian squares, which are sewed together 
for the hospitals ; the older ones knitting wristlets, mufHers, sweaters, helmets 
etc. In this way the children have learned patriotism with the sewing. 

In connection with the work in music throughout the schools the 
supervisor of music has organized five grade school orchestras which 
competed for prizes in an orchestra contest in the high school 
auditorium during the winter. The work of these orchestras, 
together with the interest which has been aroused through chorus 
and glee clubs, has been of great help in promoting a general interest 
in the work in music throughout the schools. The high- school has 
not only an orchestra but also a boys' glee club, a girls' glee club 
and a band, all of which are under the general direction of the 
supervisor of music. 

With regard to the manner in which the supervision of physical 
training has been carried forward and some of the handicaps under 



REPORT OF THE UTICA SCHOOL SYSTEM 



75 



which the supervisor is working, the following statements from the 
report of the supervisor for the year may be of interest: 

The teachers were called together in four different groups and given in- 
struction as to their new duties in complying with the physical training law. 
They were ordered to inspect their pupils daily, to give a two-minute setting- 
up drill four times each day and a twelve-minute game once each day. They 
were urged to lay particular stress upon the three hours of weekly home 
work and to organize health clubs. 

After these meetings the teachers started in to give the work as they had 
been mstructed and I started visiting every class in each school to see how 
well the teachers had grasped the work and to help instruct the pupils and 
teachers in it. 

Upon my visits to the schools the teachers were called together after 
school and T spent some time in going over the work and giving them needed 
and helpful instructions. 

At different times during the year the teachers were called together by 
grades for further instruction. I met the Utica Free Academy teachers 
weekly and taught them the exercises which were to be given by them 
during the following week. 

The lack of suitable equipment in the grade schools and the still 
greater needs for gymnasium facilities in the high school, the 
necessity of borrowing equipment from the Y. M. C. A. and the 
Y. W. C. A., the need of other assistants in the supervision and 
special direction of the work throughout the city are clear both from 
the report of the supervisor of physical training and from observa- 
tion of the conditions that obtain in the schools. The importance of 
this work should result in early remedial action by the local school 
authorities. 

There is no unified supervisory program covering both elementary 
and secondary departments. The supervisor of physical training 
gives instruction to the high school teachers, and the supervisor of 
music gives certain periods each week to the high school. But with 
these exceptions the work of the supervisors is limited to the 
elementary grades. The domestic and manual arts are under no 
special supervision. Certain schools in the city serve as centers 
where instruction is given to the pupils of the higher elementary 
grades by special teachers. The boys are given work in the manual 
trammg shops while the girls are taught cooking and sewing. The 
work in sewing from the fourth grade through the seventh B grade 
IS under the direction of a supervisor. 

The importance of the industries in the daily life of the city 
are not reflected in any degree in the schools of Utica. At the 
present this work serves merely as a filler in the grades. Boys and 



76 THE UNIVERSITY OF THE STATE OF NEW YORK 

girls are given a taste of this work in the grades but nothing more. 
The three hours weekly which the seventh and eighth grade boys 
give to the shopwork may develop a very strong inclination for the 
manual arts, but nothing is provided in the high school by which 
this training may be continued. Although rooms have been made 
available in the high school building for technical and industrial 
work, no equipment has been provided or special courses of study 
organized. Mechanical drawing is offered but is not articulated 
with any general mechanical courses. The failure of the school 
to take full advantage of the space provided in the new building 
for work in domestic science courses has been a disappointment to 
many girls in the high school. Without question one of the large 
problems confronting the school authorities in Utica is the re- 
organization of the work in the manual and industrial arts and 
in domestic science in the higher grades and in the high school and 
the providing of an adequate supervisory stafif to develop the work 
and articulate it with the other work of the schools and with the 
community needs. . 

As has been stated elsewhere, a vocational school which had been 
in existence a few years was discontinued. The equipment was 
taken out and used in the grade schools. A determination of the 
place and purpose of manual and industrial v/ork in the schools 
needs to be reached with great care in order that the develop- 
ment of these courses in the h'gher grades and in the high school 
may be articulated witli the general work of the schools and meet 
the needs of the community activities. Broad constructive super- 
vision is needed immediately in order that the best advice and 
cooperation may be secured in developing the v/ork along right 
lines. The proper development of the manual and industrial work 
in the schools should be closely related to the program to be carried 
out in the intermediate or junior high school, which seems to be 
necessary to meet the needs of the boys and girls in the higher 
grades of the c ty schools. Adequate supervision of the industrial 
work will be vital both in its organization and in its development. 

The v/ork of medical inspection in the schools is not articulated in 
any way with the superv sion of physical training. In these two 
fields, which may be considered as coordinate functions, there is an 
unusual opportunity for cooperation of effort. In some cities these 
bureaus are united under a supervisor of health education with 
assistants in charge of the different phases of the work. The staff 
of med cal inspectors and school nurses is reasonably adequate, but 
the supervisor of physical training has not a single assistant except 



REPORT OF THE UTICA SCHOOL SYSTEM JJ 

as he may depend on some teacher who has had the advantage of 
training in this work. Not only has he Httle if any help but he lacks 
the usual gymnasium facilities in grade and h gh school buildings. 
Few city high schools have been built recently without facilities for 
gymnasium work for both boys and girls. Utica, however, has made 
no provision for these important activities in the large new high 
school plant only recently completed. Vacant classrooms are 
available but these furnish a poor substitute for a modern well- 
equipped gymnasium. 

The following tabulation presents the scholastic and professional 
preparation of the principals of the grammar schools: 

Graduates of high school or academy only 5 

Graduates of high school and training class 2 

Graduate of academy and training school 1 

Partial seminary and high school course i 

Graduates of normal school . 

Graduates of State Teachers College 4 

Graduate of college (B. A. degree) i 

Graduate of normal school and college (B. A. degree) i 

Of the twenty! principals in this list, seven are graduates of 
seminary or high school course only; three have had in addition to 
high school a course in training school or tra'ning class. Only half 
of the elementary school principals have had normal school or 
college training. 

The number of years' experience of the principals in their present 
positions is as follows: 

Experience No. Experience No" 

0"e year 7 six years 2 

'^w° years I Eight years i 

Three years 3 Ten years i 

Four years i Eighteen years i 

Five years 3 

The maximum number of years' expenence of the present 
principals in teaching is 37 and the minimum number is 6. ^Experi- 
ence in years of service in Utica and elsewhere are as follows : 

Experience 

Six years 

Nine years 

Ten years 

Fourteen years 



No. 
I 


Experience 

Seventeen years 


No. 
... I 


■7. 


Eighteen years 




I 


Twenty-one years 




I 


Tv,'cniy-two years 


I 



! The record of one principal is lacking. 



78 THE UNIVERSITY OF THE STATE OF NEW YORK 

Experience! No. Experience No. 

Twenty-three years i Twenty-eight years 2 

Twenty-five years i Thirty-one years i 

Twent3--six years 2 Thirty-seven years i 

The average experience of the twenty principals is 20 years. 

The amount of time given by principals to classroom supervision 
varies from one-half of an hour to four hours daily. Although an 
effort was made to secure a reasonably accurate estimate of the 
time given by the principals to classroom supervis on, the informa- 
tion at hand seems at best only approximate. One principal devotes 
one-half of an hour daily to such work; two devote one to one and 
one-half hours each ; four, two to two and one-half hours each ; six, 
three to three and one-half hours each ; six, four hours each. One 
reports irregular procedure, " Some weeks most of the time." The 
average amount of time reported by principals as g^^en to this work, 
slightly less than three hours daily, is probably a generous estimate. 
It is noticeable also that the amount of time so utilized sustains no 
fixed or approximate relation to the size of the school or to the 
number of teachers in the building. This condition is chargeable 
partially to Avidely differing views among principals as to the kind 
and amount of supervision desirable for their schools, partially to 
varying inclination or aptitude for such work, and quite largely in 
some schools to pressure of clerical and other office duties. The 
statements of the principals show that they are giving an average of 
at least two hours daily to office work, the greater part of which 
is of the routine clerical type. Fourteen principals report that they 
have no clerical help or essentially none. Omitting the smaller 
schools, the following list gives the number of teachers and enrol- 
ment in each school and the clerical assistance which is given the 
principal : 

Schools in which principal is given clerical assistance: 

NUMBER OF PUPILS NUMBER OF TEACHERS 

1228 41 (clerical assistance i period daily) 

1 164 36 (2 hours help daily from drawing teacher) 

1151 36 (half time of one teacher) 

1023 28 (full time of one assistant) 

893 23 (half time of superannuated teacher) 

Schools in which principal is without clerical assistance : 

NUMBER OF PUPILS NUMBER OF TEACHERS 

679 21 

598 18 

S4I 19 

471 12 



REPORT OF THE UTICA SCHOOL SYSTEM 79 



NUMBER OF PUPILS 


NUMBER 


OF TEACHERS 


453 




15 


423 




11 - 


385 




12 


381 . 




11. 


348 




9 


339 




10 


338 




13 



It will be observed from the table above that the principal of the 
largest school in the city, with a school enrolment of 1228 and with a 
teaching force of 41, reports one period of clerical help daily from 
one teacher. In the second largest elementary school in the city, 
with an enrolment of 1164 pup.ls, the principal has the assistance of 
the drawing teacher for about two hours daily, one hour of which' 
is after the regular school hours. In another school the principal 
has an office assistant for one-half the time. In another school, 
there is an assistant in the principal's office giving full time to 
clerical and other routine duties. This is a condition which should 
be remedied. In the second list of schools also where the principals 
are without clerical assistance of any kind, reasonable provision 
should be made whereby assistance can be given to the principals in 
connection with the clerical duties of their office. This work should 
be organized on a more satisfactory basis throughout the schools. 
The importance of the school reports and records, especially the 
continuous record of the individual pupil, is such that adequate and 
efficient clerical assistance should be provided. Moreover, this will 
avoid the wasting of the principal's time in performing work which 
can be done very satisfactorily by an inexperienced clerk for a few 
dollars a week. The principal is the chief supervisory officer of the 
school and clerical office work should not be permitted to interfere 
to any large extent with this, his most important function. 

The methods of supervision followed by the principals differ 
widely. While variation in details is desirable, it is to be expected 
that certain fundamental features of the supervisory system would 
become evident in the study of the school organization. Many of 
the principals are strong and have unusually w^ell-organized schools, 
but in several instances the conditions show a lack of conception as 
to the nature and purposes of proper supervision. In reply to the 
inquiry made of each principal as to the method of supervision fol- 
lowed in his school the following statements were made. They are 
typical summaries showing the varying conditions in the schools. 

No specific or general method. Visitation of grades, sometimes to observe 
work in special subjects, sometimes to see general work. 



8o THE UNIVERSITY OF THE STATE OF NEW YORK 

None. Due to interruptions principal is unable to work .S3-stematically on 
supervision. 

No fixed method. 

Outlines of work are required in advance. Supervision at times b}^ sub- 
jects and sometimes to get the general atmosphere of the school. The needs 
of individual pupils are kept in mind. Conferences are held with teachers 
both individually and in groups. Teachers are invited to come to the prin- 
cipal with their problems and are made to feel free to do so. 

Enlist sympathy of teacher in the policy of the school. Recognition of 
personal effort and good work. Standard tests in arithmetic, spelling, writ- 
ing and English. Conference with teacher and general conferences. Special 
books recommended for teachers' use. 

Principal observes the written work particularly in penmanship, giving 
some help to pupils. Suggestions to teachers are given after classes. 

As may be observed from these statements there is a w!de differ- 
ence throughout the schools in the kind of supervision given by the 
individual principal. In one school there may be no supervision 
v^orthy of the naine, while in another the principal may be using 
every possible means to strengthen and reinforce the work of the 
school through close personal contact with the classroom activities 
and frequent conferences with teachers as to methods and plans. 
What an opportunity there is to strengthen the work in all schools 
by means of conferences, held monthly, at which principals and all 
supervising officers would be present! The free discussion of the 
school problems wotild give all the benefit of any unusual or specially 
good feature. 

As illustrative of the broad grasp which some of the elementary 
school principals have regarding their responsibility for the work 
of the school in the community, the following illustrat'.ons are given. 
The first is from the principal of a school " located in a foreign 
section of the city. In reply to the request to " give in a few 
paragraphs your judgment as to the chief functions of your school, 
and the means which you are using to enable the school to best meet 
its responsibilities," the principal of this school writes as follows : 

As our school is located in the heart of the Italian district, it has been 
our problem to study the soc"al as well as the educational needs of these 
people, and, as far as possible, adapt our teaching to meet existing con- 
ditions. 

Most of the Italian people are not interested in higher education but wish 
their children to go to work as soon as the law will permit. We aim 
therefore to include in the work of the first six grades such knowledge and 
information as wall be of most use in the kind of life they are planning 
to lead. It is also true that we are equally anxious that they secure an 
appreciation of music, drawing and poetry. 




The Francis Street School 
One of the old-type buildings erected in 1867. In time should give way 
to a modern plant. 




The Union Street School 
An old building used for seventh and eighth grades. Provides nothing 
except space. Should be abandoned. 



REPORT OF THE UTICA SCHOOL SYSTEM 51 

The home life of our children is bare, and from an American stand- 
point, unattractive. The children receive little or no ethical instruction, 
there is no real social family intercourse and ver}' little proper instruction 
in common household duties. Because of these conditions we try to have 
our school work meet the needs as far as we can possibly do so. (The 
course of study for foreign schools worked out last j-ear by principals of 
foreign schools in Utica suggests some of the ideas we. have in mind.) We 
should like to have our older boys and girls give more time to manual 
training and domestic science, as they are now getting only one lesson a 
week. 

As the element of play is so seriously lacking in the home life, we should 
like to give our children more real play during school hours but there is 
not sufficient time. Personally, I believe we should keep these children 
tmder our direction as many hours of the day as possible and also as many 
weeks of the year. Only those who teach in a district like ours reaUze 
liow much of the v/ork done during the term is lost in the nine or ten weeks 
that the pupils are away from school influence. An effort was made last sum- 
mer to meet this problem. Through the financial aid of interested persons 
we were able to run a vacation school in our building for six weeks making 
book work, manual training, play and gardening regular parts of each day's 
program. The results were most satisfactory. 

We have tried to make the people of our district feel free to come to 
us with their problems and they do come very often. As a result we have 
their confidence and can depend on their support and cooperation in all 
school matters. 

Our greatest problem and responsibility is making Italians over into real 
Americans ; not only in language and dress but also in spirit. This work is 
■not something that can be classed by itself as it must prevade every bit of 
-our teaching. Directly and indirectly we try to teach our pupils the true 
meaning of Liberty, the principles on which our government is based and 
the rights, duties and obligations of its citizens. 

Here is a constructive program for the school activities 
emphasizing the relation of the school to the comm.iinity needs. The 
importance of the social needs of the people; the value of an 
appreciation of music and drawing; the necessity of instruction in 
the common household duties, and more time for manual training 
and domestic science; more supervised recreation; a longer school 
day and continuous school term throughout the year; vacation 
schools, playgrounds activities, school gardens ; the school a real 
community center, and one of the greatest problems, that of 
Americanization ; these are vital parts of this supervisory program. 

As another illustration of good supervision and appreciation of 
school problems the following quotation is given from the state- 
ment of a principal of one of the largest elementary schools in the 
city in which several nationalities are represented and where the 



82 THE UNIVERSITY OF THE STATE OF NEW YORK 

environment is largely foreign. After mentioning among the 
functions of his school the importance of making good American 
citizens, of emphasizing the ideas of right, justice, honesty and 
morality, and the importance of endeavoring to persuade the parents 
that the training should be cont nued beyond the sixth grade and 
that this training is well worth any necessary sacrifice, the following 
statement is made relative to the means that are being used to enable 
the school to meet these responsibilities : 

Term exhibitions of school work, pleasantly arranged and covering the 
work of all departments of the school, are held for the benefit of the parents 
and pupils. 

Weekly and monthly assemblies are proving very helpful and inspiring. 
A few weeks ago a series of programs extending through all grades, was 
given along hnes similar to the following: second grade program, which 
included a demonstration of the Maxson number system, a reading lesson, 
a spelling lesson, a story told, a few dramatizations, a physical training 
exercise, folk dances, and grade songs. Programs for special days and 
occasions have special attention but their treatment has nothing that is 
unusual. Little plays and dramatizations, running from " The Three Bears " 
in the lowest grade to "The Man Without a Country," Dickens' "Christmas 
Carol " and historical plays in the advanced department, lind great favor and 
prove very helpful to us. 

The scholarship is advanced by individual office conferences with the 
parent, pupil and teacher present. Fault-finding and destructive criticism 
have no part in these talks but ways and means of improving the pupil's 
work are suggested and decided upon, and then carried out. The outcome 
has been pleasant and helpful in every case. 

The school does a great amount of work that properl}- belongs to the 
home through its "Little Mothers' League," its "first aid to the injured" 
class, its sj'stem of baths, its medical inspection, and its directed play. Our 
problem is a fascinating one and enlists the best that we have. 

The strength of the supervision in this school appears to be 
characterized by the organization within the school and by an 
unusual effort to secure the full cooperation of every teacher. The 
work in the school had been largely socialized and the relation of 
the daily work to the life of the pupils emphasized. 

One other illustration is given showing the excellent work in 
supervision that is being done by the princ'pal of an elementary 
school. In this school, the building and equ'pment offer no advan- 
tages whatever. Whatever .spirit there is in the school is due to the 
initiative and enei-gy of the principal and the teachers. With regard 
to the function of the school and the means that are being used to 
meet its responsibilities, the principal writes as follows : 

This school is literally a melting pot. The foreign element, half being 
Jewish, a third Italian, and the remaining 20 per cent French, Greek, 



REPORT OF THE UTICA SCHOOL SYSTEM 83 

Lithuanian, Polish, Austrian, American Negro, makes the school a very 
interesting problem. Our big effort is to Americanize. We think that the 
chief function of any school is to train a child to become an efficient member 
of adult society. To become a useful member of society, he must be trained 
morally and intellectually. He must know how to live and to work with 
others, to adjust himself to his neighbor and his job, to appreciate the 
rights of others and to gauge his own capacities .... We are organized 
as a school-city with a mayor, board of aldermen and other city officials, 
all elected by the student body who conduct the making of ballots, primaries! 
elections, meetings of common council and ward meetings. The pupils take 
a large part in the care of the building and grounds, receiving and giving 
out school supplies and general conduct. This is largely instrumental in 
givmg pupils a chance to see and participate in almost every phase of life. 
Every method is used to have pupils do the work and to take all the initia- 
tive. He learns here to submit to restriction and conventions of society. 
We find it develops a great readiness to give up individual interest for the 
good of the group. We have also a dramatic club, a humane society an 
orchestra and glee clubs .... The assemblies are often in the hands 
of the school-city officials who procure and introduce the speakers — 
men and women outside the school system who present phases of their 
own work. Often these people are Utica city officials explaining some 
problem of city government. Sometimes they are men from banks stores 
or shops and women from the public library, Y. W. C. A., or musical clubs 
A big lesson in what is worth while comes by hearing it from people 
who are actually doing it. 

Our discipline we try to make positive rather than negative We are 
so busy doing the worth-while things that we have not much time to do 
anything else. We appeal steadily to motives which will operate in later 
hfe. ... We keep in close touch with the home by conferences in 
the office and by visits to the home. We let the parents know what we 
are striving to do. By frequent exhibitions of the children's work and an 
occasional Friday afternoon when we are at home to the mothers we make 
an effort to see that the school reacts upon the home. Though the school 
is departmental, we have a home teacher for each group who holds herself 
responsible in a measure for the physical welfare, manners and morals of 
her group. 

Because the conditions in so many of the homes are not helpful to home 
study, we open our building early in the morning and early at noon so 
much of the home study is actually done in the building before school and 
often after though we have no detention. The school is in the down town 
section and we find that by early open doors, a reading table, an open 
library and plenty of m.agazines we are able to center the interest inside 
and avoid trouble outside. The children work on a monthly magazine 
which they make from cover to cover. 

We help the pupils to select an objective point toward which we urge 
them to apply every energy. We try to make the work concrete and to 
let him see how closely it is related to his life. By frequent tabulations 
and reports from actual experience we show im the value of continuing 
the school work as long as possible. 



84 THE UNIVERSITY OF THE STATE OF NEW YORK 

Of 29 pupils who completed the eight grade work in this school 
in June, 1917, 21 entered high school in the following September. 
The spirit of the school is of a high order. In view of what is being 
accomplished with such 1 mited facilities and with a narrow course 
of study, it is only proper to inquire as to what might be done under 
such supervision with a modern school plant and a reorganized inter- 
mediate school curriculum. 

There is, however, a lack of articulation between the work done 
in the higher grades and in the first year of the high school. There 
is no program of supervision by which the aims of the work in this 
part of the school course are made definite and continuous. So far 
as could be observed the pupils beginning the high school course 
were left largely to themselves. The only organized plan by which 
these pupils are given d rection and supervision toward the work 
for which they may be best fitted is a typewritten statement given to 
elementary graduates which they check for their first high school 
work. This is more a convenience in high school program-making 
than an effort to meet the needs of the indiv.dual pupil. In many 
high schools each class has a faculty advisor who, with the aid of 
group teachers, looks after the progress, scholarship, general attain- 
ment, aims and purposes of the individuals of the class or group. In 
Utica nothing of this kind is be^ng done. 

The different departments of work in the high school are in part 
organized under department heads. Where the work is definitely 
organized under a department head the conditions which obtain are 
generally very sat sfactory. The commercial department has a 
department head who is responsible for the organization and super- 
vision of this work. Likevv^ise, the science work has a department 
liead who organizes the science work of the school, and who is 
responsible for its progress. The English and history departments 
are organ' zed in the same manner. On the other hand, the modern 
language work has no departmental organization and possibly 
because of this lack of supervision does not show the strength of 
some other departments. 

The failure of the school to provide gymnasium facilities together 
with the necessary supervision thereof is especially unfortunate not 
only in that it denies the boys and girls the benefits of this training 
and thus weakens the esprit de corps of the whole school, but also 
in that it fails as a community center to provide for these needs 
of the adult populat'on. If the work in physical training were 
properly provided for in the high school, and if this were articulated 



REPORT OF THE utiCA SCHOOL SYSTEM 85 

with the work of the higher grades under one general program of 
supervision, the reaction on the entire student body would be 
immediate and the benefits permanent. It is unfortunate that a 
modern g^^mnasium was not provided at the t.me of the construc- 
tion of the new high school. Very few progressive cities would have 
permitted this opportunity to pass. This omission clearly shows the 
lack of a broad-visioned policy in plann_ng for the needs of the 
school system. 

Another weakness in the supervisory organization is the lack of 
any broad constructive program for the work in manual and indus- 
trial training and domestic science in the higher grades and in the 
high school. This has been discussed in earlier paragraphs of this 
chapter. 

A definite and constructive program of supervision should provide 
for some common standards as a basis of promotion. There is no 
uniform policy in this matter in the schools in Utica. The following 
statements by the principals give a general idea of the wide variation 
of procedure in this matter : 

The judgment o£ teachers and principal in connection with class work. 
Two-thirds on class work, and one-third on final examinations. 
Class records and tests in ratio of two to one, but modified in special 
cases. 

Not always on completion of subject but for the good of the child. 
Semiannual reports. Failure in two subjects prevents promotion. 
On report of classroom teacher. 

Tests which were formerly given from the superintendent's office 
quarterly or semiannually were discontinued last year doubtless for 
sound reasons. There is, however, at present complete absence of 
accord in opinion and in practice in relation to the promotion of 
pupils throughout the schools of the city. These conditions must 
result in widely varying degrees of attainment on the part of pupils 
in the same grade of a given school, and still wider variation in 
attainment on the part of pup Is in the same grade of different 
schools. While exact uniformity in the product of the elementary 
schools is not desirable nor to be expected, some common standards 
and uniform measurements applied at the end of a given interval of 
study are quite generally regarded as essential to a carefully organ- 
ized scheme of grade school administration. 

In most of the grade schools, teachers meetings conducted by the 
principals are held monthly. From the data at hand, it would 
appear that much of the time in these meetings is devoted largely 



86 THE UNIVERSITY OF THE STATE OF NEW YORK 

to routine matters. A portion of the time of each meeting is usually 
taken by the principal in giving to the teachers information and 
instruction that have been received from the city superintendent. 
Several of the principals hold other meetings at which general and 
special problems in the individual schools are discussed. In one 
school, in addition to the regular monthly meeting of all the teachers, 
a principal holds group meetings as follows : kindergarten and first 
grade teachers; second and third grade teachers; fourth, fifth and 
sixth grade teachers. Each group meets once a month. This results 
in a teachers' meeting usually once each week. In another school, 
special meet ngs are held from time to time for consideration of 
special topics or for meeting particular groups of teachers. Many 
of the topics that are considered at these meetings are assigned 
in advance for puiposes of discussion. Regarding teachers meetings, 
another principal states as follows : 

There are regular monthly teachers meetings which immediately follow 
the monthly reports made by the teachers. Group conferences are held 
occasionally. The principal reports to the teachers concerning superin- 
tendent's instructions and on all general matters of school discipline, new 
problems, instruction in specific subjects and methods of dealing with special 
pupils. Frequently there are heart to heart talks with the teachers. 

In general it may be said that the teachers meetings are largely 
what they are made by the individual principals. In some of these 
meetings it is evident that constructive methods of supei-vision are 
discussed and professional standards are advanced in a marked 
degree. In other schools, the teachers meetings are little more than 
matters of routine procedure for the giving of information relative 
to the routine work of the schools. 

Several principals have taken a very active interest in the pro- 
fessional reading of the teachers. In one school, a magazine club 
is maintained by the teachers of which all are members. It is in 
charge of a committee of the teachers and four copies each of the 
following periodicals are available and in use : The Literary 
Digest, Normal Instructor, Primary 'Plans, Kindergarten and Pri- 
mary Magazine. Another principal states that it is the puipose 
to have each teacher read at least two professional books each year.' 
Sixteen books were listed by the principal for the current year and 
among those that are now being read by the teachers are the fol- 
lowing: " Discipline as a School Problem " (Perry), " How to 
Teach the Fundamental Subjects " (Kendall and Mirick), " How- 



REPORT OF THE UTICA SCHOOL SYSTEM 8/ 

to Teach" (Strayer), "Teaching Poetry in Grades" (Halibur- 
ton and Smith), "A Brief Course in the Teaching Process" 
(Strayer), "Principles and Methods of 'Teaching Geography" 
(Holtz), " Socializing the Child " (Dynes). 

Another principal states that all teachers subscribe to educational 
magaz nes but that the principal has not attempted any supervision 
of the professional reading. Another principal states " Nearly all 
take professional magazines." 

, The conditions in this respect are probably the same as would be 
found in many other cities. The interest on the part of the teacher, 
while it is in large part a matter of the individual teacher, is also 
measured to a large degree by the interest which the principal 
shows in the professional advancement of his teaching staff. 

There is a real opportunity for the principals and supervising 
ofiQcers throughout the C-ty to enlist far greater public interest in the 
schools throughout the community through the organization of 
active parent-teacher associations. There are, it is true, active 
parent-teacher associations in several of the schools and many of 
these are doing a most admirable work and show splendid spirit of 
cooperation for the advancement of the interests of the schools. 
The results of the active cooperation of the parents in the work of 
the schools through parent-teacher organizations and through 
mothers' clubs can not be measured. It is to be noted, however, 
that of the twenty schools in the city, thirteen report no parent- 
teacher associations. Here is to be found without question one of 
the greatest opportunities of the school authorities for promoting 
active interest on the part of the public, including pareiits and 
patrons, in the real work that the schools are endeavoring to do. 

Summary 

There are six special supervisors in addition to the twenty-one 
elementary school principals and one high school pr.'ncipal. There 
are supervisors for music, drawing, sewing (two), physical train- 
ing, and kindergarten and primary work. There is no broad, con- 
structive, ^unified program of supervision, covering both elementary 
and secondary work. 

The special supervisors are doing good work in their respective 
fields. In music and drawing they are assisted by an itnusual num- 
ber of special teachers. The classroom work is carefully observed 
and teachers meetings are held at frequent intervals. The super- 
visors are given every freedom in carrying forward their work. 



88 THE UNIVERSITY OF THE STATE OF NEW YORK 

The schools have given very little attention to the manual and 
industrial arts and to home science. The effort in this direction 
seems to be weak and without definite aim. There was no super- 
vision of this work at the time of the survey. The importance of 
manual and industrial and homemaking courses in the higher elemen- 
tary grades and in the first year of high school should be emphasized, 
and these activities should be articulated with the general school 
work. The schools reflect only feebly the large part which the 
industries play in the daily life of the city. 

There is no supervision of recreational or recess periods, or of 
the playground activities. The playgrounds are not equipped with 
apparatus and only occasionally was a teacher observed on the play- 
ground with the children. Physical training in the high school is 
greatly handicapped through the lack of any gymnasium. This work 
is in charge of a supervisor who is responsible for the physical train- 
ing in all the c ty schools. Before satisfactory results can be 
expected equipment and apparatus for playgrounds and a gym- 
nasium for the high, school must be provided, as well as some 
assistance for the organization and supervision of the work. 

The medical inspection and the work of the school nurses might 
well be correlated with the physical training, as the aims and pur- 
poses are the same. 

The character of the classroom supervision varies widely. Several 
of the principals are strong supervisory and administrative officers. 
Unfortunately many of them have a large amount of routine clerical 
work for which there is no adequate help. A serious weakness is 
the lack of regular conferences of principals, supervisors, and heads 
of departments at which the large problems of supei"vision are dis- 
cussed and general policies of procedure outlined. iMoreover, the 
principals who for one reason or another are not strong in their 
work would have the advantage of the suggestions of those who have 
met the problenis more successfully. Such a conference meeting 
at regular periods would be of great value to the school system. 

There is no broad supervisory program covering the high school 
activities. The high school work is strong in some departments, but 
as a whole it lacks unity, aim and purpose. Close supervision is 
vital in the first and second years of the high school. Not only 
scholarship but personal interests and aims must be followed up with 
the individual boy, and this can best be done by the sympathetic, 
helpful, tactful word of the group teacher. 



REPORT OF THE UTICA SCHOOL SYSTEM 89 

Real progress is noted in some schools in the emphasis which is 
being given to the professional interests of the teachers, including 
the reading of books and other educational literature. This effort on 
the part of school principals is highly commended. 

Parent-teachers organizations exist in seven schools. Similar 
organizations are needed in the remaining schools. 



THE TEACHING STAFF 

During the school year 1917-18, the teaching staff of the Utica 
pubLc schools consisted of 407 teachers. The average daily attend- 
ance in the schools was 10,408, or 25 pupils to a teacher. 

It is of interest to note the change in these figures during the past 
thirty years. In 1890 the number of teachers employed was 156, the 
average daily attendance was 4833, and number of pupils in average 
daily attendance to a teacher was 31. In 1900 the number of 
teachers employed was 219, and the average daily attendance 6328, 
or 29 pupils to a teacher. In 1910 there were 309 teachers employed, 
and an average daily attendance of 8071, or 26 pupils to a teacher. 

During the period from 1890 to 1918 the increase in the number 
of pupils in average daily attendance in the schools was 115 per 
cent. During the same period the increase in the teaching staff was 
167 per cent. 

During the past year the average daily attendance to a teacher in 
the elementary grades was 26.5 and in the high school the average 
daily attendance was 20.4 pupils per teacher. 

This tendency during the past few years to bring the number of 
pupils to a teacher within reasonable limits indicates that Utica has 
been following the same tendency in this respect as other progressive 
coinmunit'es. In both elementary grades and high school the num- 
ber of pupils to a teacher is normal and shows that there is probably 
an adequate teaching staff. 

There are two unusual conditions, however, in the Utica schools 
which tend to result in larger classes than would appear from the 
above figures. First, the large number of substitute teachers on full- 
time salary, but without regular classroom assignments. As these 
teachers are conthiuously employed they are necessarily considered 
in this summary as members of the regular teaching staff. The 
general effect of this policy on the school system is discussed else- 
where. And, second, on account of the large rooms found in some 
buildings an economical use of the space has compelled a large 
registration, and two teachers have often been assigned to the 
work. While the per teacher average attendance is normal, the con- 
ditions in many of the rooms are more congested than is desirable. 

[90] 




<: 



u 



O 



REPORT OF THE UTICA SCHOOL SYSTEM 



91 



/>UP/IS 



/axx) 



apoo 



Gpoo 



4000 



2000 










soo 



400 



300 



BOO 



/OO 



Chart 9 

Showing increase in attendance and in teaching 

staff from 1890 to 1917 

The teaching staff of the Utica schools at the time of the survey 
consisted of the following organizations : 

I high school principal 
5 supervisors 
51 high school teachers 
21 elementary school principals 
324 elementary school teachers 
33 special teachers 



435 total staff (represents total number of blanks filled out by 
teachers) 



92 THE UNIVERSITY OF THE STATE OF NEW YORK 

As the larger problems of supervision have been discussed in 
another chapter, it is the purpose to take up here the general train- 
ing and experience of the teach' ng staff as well as the general con- 
ditions under which appointments to the staff are made ; and the 
compensations which are offered for meritorious service. 

Training 

Of the 324 elementary school teachers in the Utica schools (class- 
room and substitute teachers) 72 per cent are normal school 
graduates, and of these more than 10 per cent have college degrees 
or have done summer school work in higher institutions of 
recognized merit. Twenty-one per cent of the elementary school 
teachers are high school graduates with some additional training, 
although for considerably over one-half of these the only additional 
work was secured in the Utica Training School or by correspondence 
or miscellaneous private courses. Of the entire elementary teaching 
body, 4 per cent have had no educational training beyond the high 
school, and 3 per cent never finished the high school course. In 
scholastic and professional preparation for their work the elemen- 
tary teachers in the Utica schools probably compare favorably with 
similar groups in cities of the same class. 

Of the 51 high school teachers, 32, or aproximately 6^ per cent, 
are college graduates, 20 of these having had additional training. 
Twelve of the high school teachers are normal school graduates with 
additional training of notable quality, i is a nornial school graduate, 
and 6 are high school graduates with additional work. 



REPORT OF THE UTICA SCHOOL SYSTEM 



9,^ 



Chart lo gives a graphic illustration of the training of the elemen- 
tary and secondary teachers .n the Utica schools. 




Secondary 

Chart io 

Showing the training of elementary and secondar}^ teachers 

m the Utica schools 



94 



THE UNIVERSITY OF THE STATE OF NEW YORK 



In education and general professional equipment the teaching staff 
in both elementary and secondary grades maintains a reasonably 
high standard. The tendency to continue graduate work in college 
or in summer school is to be commended and is worthy of special 
recognition in the salary schedule. 

Experience 

The median age of the elementary teachers in Utica is 30 years, 
of the high school teachers 37 years, and of the entire teaching 
staff, the med.an age is 31 3^ears. The range in the age scale is from 
19 to 71. In the elementary grades 53 per cent of the teaching 
staff are under 30 years of age; 27 per cent between 30 and 40; 12 
per cent between 40 and 50 ; and 8 per cent between 50 and 65 years 
of age. In the high school, i teacher is 71, another 67, and another 
63 years of age. 



A/£//VS£R or r£:/lCH£RS 
ro /s zo is_ 



JO 



JS 



/eoi 
/eet 
/a»a 
taai 
/ae? 
/eea 
/eea 
/eso 
laai 
lesi. 

/aai 
taas- 
lasi, 
/asr 
/a9a 
/e93 
taoa 
/oot 

/90J 
t9t34 



/30a 

/S03 
/3/0 
13/1 
i3l2 
I3li 
/*/•» 
/3I~S 
/St 6 
13/7 



Chart ii 
Showing" tenure of service of Utica teachers 



The range of experience is from o to 49 years. The median for 
the years of teaching experience is 9 years. Fifty per cent of the 
teaching staff have taught 9 years or less; 36 per cent have taught 
5 years or less ; 8 per cent of the elementary teachers have had no 



REPORT OF THE UTICA SCHOOL SYSTEM 95 

experience. The average length of teaching experience in the high 
school is approximately the same as in the elementary grades. 

The majority of the elementary school teachers were born in 
Utica. Less than 30 per cent of the total teaching experience was 
gained outside of the city. Over 60 per cent of the regular teachers 
are local products with no teaching experience elsewhere. In one 
school of ten teachers, nine were born in Utica, all are graduates 
of local schools, five have never attended school elsewhere, and none 
has ever taught outside of Utica. The principal of this school is 
a graduate of the local high school with no additional training or 
teaching experience elsewhere. One-fourth of the principals were 
born and educated locally and have had no teaching experience 
except in Utica. 

The tendency for years past has been to appoint as teachers young, 
inexperienced " home girls " at the minimum salary. Many of these 
girls are appointed each year as " substitute teachers." The regula- 
tions of the board of education require one year's experience for 
appointment as a regular teacher. In actual practice, therefore, the 
appointment of these substitute teachers means that the annual 
increase to the teaching staff has been largely recruited from girls 
without experience elsewhere. The sixteen substitutes who 
furnished data for this survey are all Utica girls ; they had had no 
teaching experience except one who had taught a year. 

This poUcy seems to date from the discontinuance of the city 
train ng school a few years ago. While the training school was in 
operation the necessary supply teachers were provided from the 
school in connection with their practice teaching. When this source 
of supply was no longer available, the board began the employment 
of " substitute teachers," who almost invariably are normal school 
graduates, residents of Utica, w thout experience in teaching. In 
fact, this policy has become so well established that many of these 
young women on graduating from norm?l school expect an appoint- 
ment as " substitute teacher " without question. This pi n has 
apparently defeated one purpose for which the training school was 
discontinued, n that it continues a definite program of local inbreed- 
ing. The number of " substitute teachers " employed varies from 
year to year. It seems to bear no definite relation to the number of 
regular teachers in the system. It is possible that this is m 
economical arrangement for providing the necessary supply 
teachers ; however, the opportunity which it offers for easy appoint- 



96 THE UNIVERSITY OF THE STATE OF NEW YORK 

ment of local applicants should have the serious consideration of 
the local school authorities. 

Instead of recruiting the teaching staff with so many local and 
inexperienced } oung women, Utica might be drawing a reasonable 
quota of its teachers from the best of the smaller schools of the 
State, or at least from the central part of the State, bring. ng into 
the schools an equipment and experience which have been proved by 
successful service elsewhere. Any other basis for the selection of 
a reasonable proportion of the teachers is an injustice to the city 
and to the children for whom the schools are maintained. 

From the records of the board of education it appears that the 
probationary period has been fixed at one year. The statute govern- 
ing this matter permits the fixing of this period from one to three 
years. The local school authorities have, therefore, determined upon 
the shortest possible term for the probationary service, one year, 
after which the teacher's tenure is permanent. It might not be 
unwise for the local authorities to give some careful thought to this 
situation, as a modified policy might be adopted which would be of 
benefit to the schools. Under the conditions now obtaining, teachers 
are given permanent tenure and put into a position for automatic 
salary increases in the shortest possible period of time. 

Salaries 

In accordance with the action of the board of education at a 
meeting held May 10, 1917, it is provided that substitute teachers 
be paid an annual salary of $550, and that regular teachers from the 
kindergarten to the eighth grade inclusive receive $600 to $1000, the 
annual increase being $50. It Is also provided that experience else- 
where than in Utica is credited the same as experience in the city. 

The salaries actually paid classroom teachers in the elementary 
grades ranged from $550 to $950; of these teachers, 62 per cent 
received $850, and 36 per cent received less than tliis amount. The 
salaries of all those employed in the elementary schools, including 
regular teachers, special teachers and principals, ranged from $550 
to $2200, the median salary being $850. 

The schedule of salaries for the high school as fixed by the board 
of education is as follows: department heads, $1800 to $2000; men 
assistants in departments of science, mathematics, language and 
history, $1500 to $1800, in commercial department, $1200 to $1500, 
in drawing, $1300 to $1600; women assistants in regular work 



REPORT OF THE UTICA SCHOOL SYSTEM 



97 



o 

M 




^ 



>. o ^ i^ i^ i5> 1^ ^ ,^ ^ ,^ '^ 5^ ^ ,^ S 

to 




" -a 






tij 



5 •V'V'Hn.w.svwv.sn-x 



$900 to $1200; substitutes $900 to $1200; sewing teachers $800 to 
$1000. 

The range of salaries paid for the entire teaching staff of Utica 
including the high school principal, is from $550 to $3000. The 
median salary for the city as a whole is $850. 
4 



98 



THE UNIVERSITY OF THE STATE OF NEW YORK 



It may be of interest in this connection to compare the median 
salaries in elementary and secondary schools in Utica, Binghamton 
and Schenectady, from which cities this information was secured at 
the same time. 



BJMGHAMTON $ 7Z5 
SCHEMECTADY $ 750 



UTICA 



^ 850 



BINGHAMTON $ 950 
SCHEMCCTADY $1000 
fTICA $1150 



SCO 10 oo 



zoo 


+0 


600 


800 1000 I200 




^^ 


"^■" 


M^ 


^" 






fl^lB 


^^ 


^■M 


^^^^^^ 



Chart 13 

Showing median salaries in elementary grades and in high schools in 

Binghamton, Schenectady and Utica 

Notwithstanding the fact that the maximum salary for elementary 
teachers is the same in Utica and Binghamton ($1000), there is 
quite a difference in the median salary actually paid. The median 
salary for grade teachers in Binghamton is $725, while in Utica 
it is $850. The median salary in the high school in Binghamton is 
$950, while in Utica it is $1150. This does not mean that the salary 
schedule in these cities is satisfactory, but rather that the salaries 
actually beng paid are too low. The rise in the cost of living has 
been so abrupt that teachers are not so well paid relatively as they 
were ten years ago. Moreover, the low wages of school teachers 
generally throughout the country are causi'ng thousands of young 
women who might otherwise become good teachers to seek more 
remunerative fields. For the same reason business college and civil 
service lists are filled with the names of teachers who are leaving 
the classroom. Salaries of teachers must be increased both to secure 
for the schools in our c.ties and villages the best ability now avail- 
able and to encourage the best type of young men and women to 
enter the teaching field. In this regard, a progressive city like Utica 
should make sure that it leads its neighbors by a clear margin, so 
as to attract the best possible teaching personnel. 

Length of service alone should not determine the salary increases. 
Mere length of serv ce divorced from other factors may have a 
deadening influence on the teaching staff. The present salary 



REPORT OF THE UTICA SCHOOL SYSTEM 99 

schedule permits of adjustments for experience gained elsewhere, 
but there is no provision to encourage unusual ability or growth in 
service. Length of service should be accompanied by genuine 
growth and constantly increasing efficiency. It will be seen that 
special effort in this direction would pay rather large dividends in 
Utica when it is recalled that 50 per cent of the teaching force is 
less than 31 years of age. If teachers are wisely directed and helped 
and if opportunities for professional growth are improved their 
service to the schools becomes more and more valuable ; if, however, 
this is not done and professional growth is not encouraged the value 
of the teacher and her efficiency are rapidly lessened. Where 
teachers have taught from ten to twenty years and even longer, 
steadily, without a break or change except for vacations, as is true 
of many teachers in Utica, the daily work of the classroom reflects 
the deadening monotony of the task. This problem as to the methods 
by which growth in service may be encouraged is one of the most 
important confronting our city school authorities. Salary increases 
may well be automatic up to a certain poiut, beyond which, however, 
provision should be made for recognizing and rewarding superior 
training, growth and abihty, and efforts toward increased efficiency. 
Attendance at summer sessions of universities and teachers colleges, 
leave of absence granted for special study as well as faithful and 
intelligent service may properly be made the basis of increased 
compensation. 

The large proportion of Utica elementary school teachers who 
have such work already to their credit promises well for the results 
of. such a provision. 

The high school teachers in Utica have been drawn from a some- 
what wider field. Only five are graduates of the Utica schools and 
three of these have taught elsewhere. However, with only slightly 
over one-half of the high school teachers college-trained, there is 
need of strengthening the secondary teaching staff. 

Summary 

The number of teachers in the Utica schools in both elementary 
and secondary grades based on the pup Is in average daily attendance 
is normal. The tendency in Utica in this respect seems to be in 
accord with the best thought in other progressive communities. 

The plan of appointing annually as " substitute teachers " local 
girls, normal school graduates, usually without any teaching experi- 
ence continues a policy of local inbreeding which presents a serious 
4 



100 THE UNIVERSITY OF THE STATE OF NEW YORK 

feature of the situation regarding the teaching staff. The purpose 
of these appointments is nominally to provide supply teachers. 
With few exceptions these teachers are later given regular positions 
on the permanent staff. 

Seventy-two per cent of the elementary school teachers are 
normal school graduates, and of the high school teachers 63 per cent 
are college graduates. In education and in professional training the 
elementary teaching staff maintains a reasonably high standard. 
Many teachers have done graduate work in college or summer 
school. 

Fifty per cent of the teachers are 31 years of age or younger 
and the average number of years of teaching experience is 9. 
Unfortunately over 70 per cent of the teaching experience of the 
elementary teachers was gained locally. A reasonable quota of the 
teachers may well be local products. The present policy is contrary, 
however, to every principle of sound educational administration. 
The supreme interests of the schools demand that this procedure be 
modified. 

With a maximum salary of $1000 in the elementary grades and 
of $1200 in the high school, the regular classroom teachers are 
underpaid. The median salary in the grades is $850 and in the 
high school $1150. Salaries paid to teachers must be commensurate 
with the compensation paid in other activities. The long period of 
professional training and the responsibilities of the work must soon 
compel a radical reorganization of the schedule of teachers' salaries 
in all communities. Teachers are more poorly paid today than they 
were ten years ago. 

The probationary period in Utica is too short for the best interests 
of the schools. This might better be two or three years than one 
year. 

The salary schedule might well take into consideration growth 
in service and efforts toward increased efficiency as shown by 
attendance at summer sessions of college or normal school or leave 
of absence for travel and study. 



7 

COURSE OF STUDY AND INSTRUCTION IN THE 
ELEMENTARY SCHOOLS 

There are at least three ways of measuring and weighing the 
actual work of the schools: (i) by a careful consideration of the 
curriculum as a whole and of the daily programs by which this 
curriculum is carried out in the classrooms; (2) by personal visita- 
tion, observation and estimate of actual classroom work; (3) by 
scientific tests and measurements of results. None of these methods 
is infallible or adequate in itself but a combination of them should 
be of value in arriving at a just evaluation of school work. All have 
been applied by the survey staff in its investigation of the work of 
the public schools of Utica. 

The Course of Study 

The Utica course of study, as regards the major subjects, is based 
in large measure upon the Elementary Syllabus of the State Depart- 
ment of Education. The printed course of study (1913) prescribes 
nine subjects, of which six are assigned for all grades, from the first 
to the eighth inclusive. These six subjects are: reading, English 
(composition and grammar), spelling, arithmetic, history, physi- 
ology. 

Geography is assigned to grades 3-8 inclusive ; cooking is assigned 
to the upper half of the seventh and to the eighth grade, and manual 
training to the seventh and eighth grades. 

It would be unfair to criticize the Utica curriculum on the basis 
of this list, since a glance at the daily programs shows that the 
printed course only partially represents what is actually going on 
in the classrooms. Evidently this is true for the curriculum of the 
Utica elementary schools is richer and more flexible than the printed 
course indicates. There is no mention, for example, of writing, 
which is well done in the schools, nor of music, drawing and physical 
training. Moreover, in fact, sewing, v/hich is not included in the 
printed list, cooking and manual arts have been extended down as 
far as the fifth grade, although one principal, at least, feels that the 
time given in the fifth grade to these subjects is inadequate. 

A consideration of the Utica course with its natural accretions 
suggests certain constructive criticisms. The controlling aims and 
principles of a course of study should be reasonably fixed, but in 
its content, in the teaching emphases and in the flexibility of details, 

[loi] 



I02 THE UNIVERSITY OF THE STATE OF NEW YORK 

it should be sensitively and sanely adapted to changes of the times 
and to local peculiarities. In other words, the Elementary Syllabus 
of the State Department which is intended only as a general outline 
for all the schools of the State, including those in struggling out- 
lying districts, might wisely be enlarged in order to offer an enriched 
curriculum for Utica. Every one of the seven major subjects pre- 
scribed for the elementary grades should reflect the world changes 
since the Utica course was printed in 1913 and should be taught in 
terms of local needs. In a changing world and a changing com- 
munity, there is no place for static subject matter or methods of 
teaching, if our whole educational process is not to prove abortive. 

A very promising response to this need in Utica appears in the 
publication of a " Tentative Course of Study for Schools in Foreign 
Districts " 1916-17, based' upon the city course but adapted more 
closely to the needs of children in the foreign sections. The survey 
does not indicate, however, that this movement has gone much 
further than the formulation and printing of the pamphlet. In this 
connection, the following quotation from Dr William Ettinger, 
superintendent of schools of the city of New York, is of interest : 

As our schools are the Nation's most potent instrument in the develop- 
ment of national ideals, it would be strange indeed if this world crisis did 
not compel changes in our conceptions as to the value and the function of 
education as a phase of our institutional life. We are called upon to 
scrutinize anew our work in terms of our underlying theories, our method 
of instruction and our discipline, in order that through reflection we may 
acquire that freshness of vision, that truthfulness of aim, and that stead- 
fastness of purpose necessary to insure the salvation of our democracy 
through the proper training of our future citizens. 

The present organization of the course o£ study in Utica does not 
make adequate provision for adolescent boys and girls either in 
determining their individual capacities and interests or in properly 
relating their grade work to the larger field of the high school. 

The school mortality in the seventh, eighth and ninth grades in 
any school system is deplorably high. A wastage of human power 
seems inevitable in this storm and stress period of their school life 
through which children pass, but by a wise selection of work, by 
an enlarged and enriched curriculum which shall consider their 
present need in its relation to their future, by articulating and cor- 
relating similar courses — as shopwork and mechanical drawing or 
geography and history — so that the pupil may realize the connec- 
tion and meaning and aim of what he is doins;, the Utica schools 
may do far more than is now done to lessen the school mortahty 
in these grades. 



REPORT OF THE UTICA SCHOOL SYSTEM IO3 

All that has been said about the course of study points inescapably, 
also, to the need in the elementary schools of expert, intimate and 
continuous supervision, and of the modification and redirection of 
the teaching energies of the city. The same need is as clearly indi- 
cated by a study of the daily programs of the Utica schools. 

Daily Programs of Study Followed in the Elementary Schools ^ 

It is necessary in an examination of a system of schools to con- 
sider not only the outlined courses of study but also to examine 
the programs which show by means of the daily schedules, how 
these courses are operated. As with the course of study as a whole, 
the problem of program-making in a large city system is somewhat 
complex. Each group of schools serves a different element in the 
community. One section may be industrial, another residential ; one 
may have in its school population a majority of children representing 
diverse nationalities ; another may be predominantly of one national- 
ity. The methods of teaching primary reading and language and 
the amount of time devoted to the language group as a whole may 
conceivably differ materially in a school where most of the children 
are of Italian parentage from those in a school attended by Ameri- 
can-born children of the better class. In the latter, the foundation 
of English instruction has already been laid at home ; in the former, 
English is at first a foreign language. Some schools, also, because 
of their environment, should place more emphasis than others upon 
the vocational or industrial features of their work. It is desirable 
therefore, as suggested, that a course of study shall be sufficiently 
broad to meet these varying needs and that the daily program shall 
be adjusted to its school environment. But there are certain prin- 
ciples of program-making which remain constant. The relative time 
allotment of arithmetic to other subjects in the primary grades, the 
emphasis placed upon it in the several grades, the extent to which 
formal instruction shall be given in phonics, the time which shall be 
g'ven to physical training, to music and drawing, to geography and 
history, are generally understood in good educational practice. In 
other words, standardization of time schedules in certain subjects 
and flexibility in others, notably in the language and history groups, 
to meet community needs, are desirable in a well-ordered system of 
schools. These observations will indicate our belief that the problem 
of program-making deserves the serious consideration of the educa- 
tional directors of any school system. 

1 See Appendix 2, 



104 THE UNIVERSITY OF THE STATE OF NEW YORK 

With these principles in view, we turn to the daily programs of 
the Utica schools. From an examination of the program of each 
teacher, an analysis has been made of the time given daily in each 
grade in each school to the subjects of instruction suggested in the 
outline of study. The material thus gathered presents some interest- 
ing facts. 

There are eighteen grammar schools in the city, omitting the two 
in the Deerfield section which may be regarded as rural schools. 
Of these eighteen schools, four have eight full grades, one has grades 
iB to 7B inclusive, nine have six full grades, one has grades iB to 
5B inclusive, two have four full grades and one, the Union Street 
School, the seventh and eighth grades. In each of these schools 
there are A and B sections, representing work one-half year apart, 
and in many of the larger schools there are several divisions of the 
same grade, each under a separate teacher. Represented in tabular 
form, the distribution of schools is as follows : 

Grades 7 B-8 A i 

Grades i B-8 A 4 

Grades i B-7 B i 

Grades i B-6 A 9 

Grades i B-5 B i 

Grades i B-4 A 2 

18 

The programs of these eighteen schools indicate no time allot- 
ment in twelve of the schools for hygiene, in five of the schools 
for history, in fifteen of the schools for handwork, in nine of the 
schools for oral number, in seven of the schools for supervised 
study. It is probably true that in many of these schools attention is 
given to these phases of education in connection with instruction in 
related subjects. The fact remains, however, that in the organiza- 
tion of the daily schedules no time has been assigned for definite 
work in them. 

When we come, moreover, to an examination of the time schedules 
for the subjects v/hich form the backbone of the school curriculum, 
we find a wide valuation among different schools in the amount of 
time devoted to these subjects. This might not be objectionable if 
these variations were based upon the principles of program-making 
mentioned in the first part of this report, notably the ones relating 
to the character of the school environment and population. But 
when we find two schools of the same type showing these differences, 



REPORT OF THE UTICA SCHOOL SYSTEM 



105 



this lack of uniformity is distinctly undesirable. Extreme examples 
of this are (i) 165 minutes a day given to reading and English in 
the I A grade of school X where comparatively few of the children 
are of foreign parentage and 75 minutes given to the same subjects 
in the same grade of school Y, which is a typical foreign school, 
and (2) arithmetic given 10 minutes a day in the 2 A grade of 
school Z and 60 minutes a day in the same grade of school W. 

We find also in many individual schools this same time variation 
(i) between different subjects in the several grades and (2) 
between different grades in the same subject. 

Illustrations of (i) are as follows: 
In school A daily assignments 

in the 2 A grade of 45 minutes to reading 



35 




spelling 


15 




phonics 


25 




language 


60 




arithmetic 


in the 3 A grade of 60 




reading 


15 




spelling 







phonics 


20 




language 


20 




arithmetic 


In school B daily assignments 






in the 3 B grade of 40 




reading 


15 




language 


45 




arithmetic 


in the 5 B grade of 20 




reading 


20 




language 


20 




arithmetic 



Illustrations of (2) are as follows : 
In one school assignments in arithmetic 
in the i A grade of 10 minutes 
" 2 A " 60 

" 3 A " 20 

" 4 A " 25 

In a second school assignments in arithmetic 
in the i B grade of 20 minutes 
" 2 B . " 40 

" 3 B " 40 

" 4 B " 20 



I06 THE UNIVERSITY OF THE STATE OF NEW YORK 

These inconsistencies are still more marked in the English group, 
including reading, phonics and language or grammar. One school 
shows an assignment of /O minutes in the i A grade and 90 minutes 
in the 4 A grade; another school 70 minutes in the i B grade and 
no minutes in the 4 B grade. The differences become less marked 
in the upper grades, probabty because instruction becomes more 
standardized in these grades. Custom and the common judgment 
of teachers generally determine the amount of time that may 
profitably be devoted to a given subject in the upper grades. The 
range in arithmetic in grades 5 to 8 is comparatively narrow, extend- 
ing usually from 20 to 25 minutes in the fifth, 25 to 30 minutes in 
the sixth and ^o minutes in the seventh and eighth, although we 
find one teacher in a 5 A grade who still thinks she can profitably 
devote 50 minutes a day to arithmetic. The variation in the English 
group is somewhat greater, extending 

from 30 minutes in one fourth grade to 90 minutes in another 
" 33 " fifth " 75 

" 35 " sixth " 75 

" 30 " seventh " 88 

" 30 " eighth " 85 

The average division of time in reading and language in these grades, 
however, is satisfactory. It is usually about 45 minutes in grade 4 
(divided into 25 minutes for reading and 20 minutes for language), 
50 minutes in grade 5 (divided into 25 minutes for reading and 25 
minutes for language), 55 minutes in grade 6 (divided into 25 
minutes for reading and 30 minutes for language), and 60 minutes 
in grades 7 and 8 (divided into 30 minutes for reading and 30 
minutes for language). 

In the table given below we have indicated the minutes each day 
given (i) to reading, (2) to phonics, (3) to language or grammar, 
and (4) the total daily time given to English instruction (with the 
exception of spelling). The table shows clearly where the differ- 
ences indicated above arise. In the primary grades it is brought 
about through the different conceptions individual teachers may 
have regarding the value and the place of phonics. A good primary 
teacher usually feels that 20 minutes a day is enough to give to the 
teaching of phonics in grade i or 2 and that formal instruction in 
the subject may well cease with the completion of the second grade. 
We find, however, that in four first grades and in nine second 
grades no instruction in phonics is given and that in three fourth 



REPORT OF THE UTICA SCHOOL SYSTEM 



107 



grades, two fifth grades and three sixth grades such instruction is 
given. One teacher in the first grade feels that she can use 65 
minutes a day profitably in teaching phonics, one teacher in the 
second grade, 40 minutes, and three teachers in the third grade, 
25 minutes. All these assignments seem excessive and wasteful. 

Differences in the English group also arise in the intermediate 
and grammar grades through the division of time between reading 
and language or grammar so that while the sum of these two may be 
normal, one teacher may wish to give 20 minutes to reading and 
40 to language and another may reverse the allotment. 

One of the most important factors in the successful operation of 
a school is the supervision of the pupils' school work. The forma- 
tion of correct habits of study is, next to the direction of right 
thinking of which it is a part, the most important function of the 
school. We scrutinize, therefore, with interest the provisions made 
in the schools of Utica for supervised study and for study periods. 
The general lack of any time set apart for supervised study leads 
us to believe that the teachers in the city either are not informed 
with respect to a significant movement of modern education or are 
not keenly interested in this movement. In seven of the eighteen 
schools no programs show any time so assigned and in two of the 
others 5 minutes a day is given in the 5 B grades of one school and 
5 minutes a day in the 2 A grade of another school. In the first 
three grades of school X and in the i A grade of school Y no time 
is assigned either to supervised study or to study periods. The 
range of assignments to both elements of study time is as follows : 
Grade i B 
A 
B 



o 
o 
. o 
o 
o 

4 B S3 
4 A 45 
B 65 
A 50 
B 65 
A 60 
B 70 

7 A 60 

8 B 60 
8 A 54 



o minutes to 115 minutes 
150 
125 
120 " 



105 
105 
105 
no 
no 
100 
115 
95 
88 

135 
126 



I08 THE UNIVERSITY OF THE STATE OF NEW YORK 

Careful review, then, of the course of study and daily programs 
of Utica's elementary schools seem to lead to the following con- 
clusions and suggestions : 

1 The printed curriculum, published in 19 13, is not a fair state- 
ment of work actually done in the classroom. Advancement has 
been made; but there has been no such progress in adapting the 
course of study to the times and to the needs of various sections of 
the city as is to be expected in such a city as Utica. 

2 It is evident that no standards have been followed as a guide 
for drafting daily programs and that there has not been sufficient 
careful weighing of the elements which enter into the problem. It 
seems to have been left to each principal and in some instances to 
the individual teacher to determine the relative time values to be 
given to each major subject. As a result the program of one school 
may be excellent, representing the thoughtful consideration of an 
efficient principal and corps of teachers, while the program of 
another school may be distinctly open to criticism. 

3 In music, drawing and physical training, subjects under the 
direction of special supervisors, we find uniform assignments, prop- 
erly graded. This indicates that the supervisors of these subjects 
have a definite program in mind and have seen that proper provision 
has been made in each school for these subjects. 

4 The conclusion from these facts seem to be that if the Utica 
course of study and its administration through daily programs are 
to bring to the children all that they should, they must be determined 
and directed by systematic, intelligent general or central control. 
This probably means the institution of a system of city supervisors 
of major subjects who shall serve the superintendent like the fingers 
of a hand. These supervisors should not be confused with special 
teachers of whom there are many in the special subjects. It would 
be the function of the supervisors, under the direction of the super- 
intendent, to examine the educational standards in other progressive 
cities, to study the local and community needs, to determine the 
minimum essentials in each special field, to fix the proper proportion 
of time grade by grade between major and minor subjects, to cor- 
relate these subjects and to arrange them in their proper sequence, 
to standardize methods of instruction and programs of study, to 
measure, evaluate and record results scientifically, and above all to 
stimulate and guide teachers to more effective and inspiring service. 



REPORT OF THE UTICA SCHOOL SYSTEM IO9 

Instruction in the Elementary Schools 
In the following pages will be found discussion of conditions 
regarding the teaching of the principal subjects in the elementary 
curriculum of the Utica schools. A measure of the attainment of 
pupils in certain of these subjects may be found in the chapter 
entitled: "Achievement in Fundamental Subjects as Measured by 
Standard Tests." The statements in this chapter are based upon 
a wide range of observations of classroom work made by members 
of the field force of the Education Department. 

Reading 
Procedure in teaching reading in the Utica elementary schools is 
distinctly variable. In some schools the observer notes careful 
attention to approved technic as expressed in systematic drill in 
phonics, drills for the mastery of new words, silent reading, quiz 
for meaning and oral reproduction of the story. Occasional exer- 
cises in dramatization for the purpose of developing lively apprecia- 
tion of meaning and expressive interpretation of thought, also 
characterize the practice of the more progressive teachers. In other 
schools such features characterize the work of individual classrooms 
only, and their practice in such rooms serves to accentuate their 
absence from other rooms. In the latter type of schools, the routine 
thing is the usual thing. Failure to exemplify the common principles 
of good methodology, neglect of devices to inspire interest, lack of 
enthusiasm on the part of the teacher and of spirit on the part of 
pupils, are often noted by the visitor. 

It would appear that a large proportion of the lower grade teachers 
of the Utica system are deficient in knowledge of the fundamental 
characteristics of good technic in teaching reading or are neglectful 
of its practice. While it is true that the most skilled and resourceful 
women of the profession are trying out new devices and unusual 
methods, it is also true that running through all their procedures is 
found a clear conception of correct child-psychology and so of 
sound pedagogy. Of course, it is not to be expected that in any 
system of schools different individuals in the teaching force will 
possess equal skill in guiding their pupils to successful effort. The 
regrettable thing about the reading observed in the Utica schools 
hes m the fact that so many of the grade teachers apparently do 
not know their limitations in knowledge of technic or lack the 
disposition to strive for better acquaintance with it. 



no THE UNIVERSITY OF THE STATE OF NEW YORK 

In connection with the foregoing paragraphs it is pertinent to 
remark that supervision along standard Unes may accompHsh much. 
In some of the schools of the Utica system evidences of such super- 
vision are manifest, in others they are not. Probably the supervisor 
of primary grades is influencing the teaching in some degree, but 
impressions gained from observations and from interviews lead to 
the conclusion that for the most part the responsibility for proper 
methods or for their absence in the classroom rests with individual 
principals. On no other ground can the great variation in peda- 
gogical practice, from that which is sound to that which is repre- 
hensible, be properly accounted for. It would seem that in a system 
of schools no larger than that of Utica, it would be possible so to 
organize and direct the teaching of reading that the visitor in 
passing from grade to grade and from school to school would see 
everywhere evidences of a correct pedagogical theory exemplified 
in correct classroom practice. The absence of such evidences in 
many classrooms suggests to the observer the lack of a correct 
working theory growing out of ineffectiveness in supeiwision. 

English 

The conspicuous feature regarding the instruction in literature, 
composition and grammar observed in the Utica schools is its 
unevenness. It varies from formal, ineffective, bookish work to 
instruction of a high order of excellence. It is evident that the 
quality depends almost wholly upon the ability and initiative of 
individual teachers and principals rather than upon established 
methods of teaching suggested and enforced by central supervising 
authority. In literature there was observed too much rote mem- 
orizing, too much reading of words without due attention to thought, 
too little skilful story-telling and too little really interpretative, 
stimulating class reading and discussion. Comparatively little dram- 
atization was noted. In composition much of the work observed 
was on the border line between composition and grammar; it 
emphasized form rather than content. Vitalized exercises in oral 
composition were observed, but there seemed little reason to believe 
that they formed a systematic part of the instruction in all grade 
rooms. 

The diversity of practice and on the whole the failure adequately 
to employ accepted methods of instruction in composition are indi- 



REPORT OF THE UTICA SCHOOL SYSTEM III 

cated by restilts attained in the use of the Nassau county supplement 
of the Hillegas Composition Scale. They are in brief as follows : 

Grade k 5678 

Standard median Z-S 4 4-S 5 5-5 

Utica median 2.4 3.1 Z-7 4-6 5-2 

Highest and lowest median earned 

by individual grades 1.9 2.5 2.2 4.1 4 

to to to to to 

2.9 2>-7 S-6 S-6 6.1 

The typical form of grammar instruction may be fairly illustrated 
by the following excerpts from field notebooks : 

Routine lesson in telling parts of speech in sentences placed on board by 
■pupils — two such sentences during period. Then two or three words were 
parsed and sentences containing adjective pronouns were given. Lesson 
was well planned. 

Mediocre and mechanical — most of period spent in repeating in rotation 
two rules for the use of the comma. 

It is pleasant to note that many observations of instruction in 
English classes were of a more favorable nature. The following 
are typical descriptions of the better t3'pe of work observed in many 
classrooms : 

Children told stories of Cincinnatus and Horatius well. Teacher effaced 
herself and children did the work. The oral expression of those who 
participated was satisfactory. 

Story told by teacher who had strict attention throughout. Teacher 
showed marked aptitude in narrating story. Later children wrote story they 
had^told the previous day. 

Reading and interpretation of the closing paragraphs of " The Man 
Without a Country " — a creditable exercise. 

Lesson consisted of interpretative reading. Quite out of the ordinary; 
clearly developed an appreciation and love for books. 

The deduction clearly to be drawn from the observation in English 
classes in the Utica elementary schools is that competent supervision 
of instruction in this field would very materially improve the results 
secured. 

Arithmetic 
The primary work in arithmetic in the city of Utica is now 
passing through a transition period. Two years ago no number 
work was introduced in the first year and the number facts in the 



112 THE UNIVERSITY OF THE STATE OF NEW YORK 

second and third grades were taught concretely. Number work is 
now commenced in the i B grade and throughout the first three 
grades its general character and content are commendable. A vigor- 
ous and thorough attempt is made to teach the combinations 
abstractly and render their use automatic. The general plan of this 
instruction is sound but in every school one or more teachers are 
found who, for one cause or another, are deviating from the general 
scheme and are thus retarding or vitiating the results. In some 
rooms the pupils show great skill in their work while perhaps in 
the next grade this evidence of successful work is wholly lacking. 
Rapidity and exactness are followed by slowness and inaccuracy. 
These faults can easily be remedied by closer supervision. 

The wide variation in time given to arithmetic has been indicated 
in the discussion of the daily programs. There is also a lack of 
uniformity in handling the drill work from room to room. This 
necessitates the pupils' learning anew the mechanics of the drill 
with a consequent impairment of their proficiency and a retardation 
in their normal advancement. This confusion of aims is apparent 
owing to the too free expression of the individual taste of the 
teacher. For this system of teaching the fundamental facts of 
number to be a success every teacher must appreciate the ends 
which are sought and be thoroughly conversant with the means that 
are employed to achieve this end. 

The general results at the end of the third grade are fairly satis- 
factoiy and will doubtless improve as the teachers become more 
familiar with the general plan and more accustomed to the form of 
drill. 

There is a conspicuous failure to give concrete applied work in 
these early grades. The mastery of abstract combinations is no 
guaranty that any proficiency will be shown in applying them to 
concrete settings. While the number facts can be better fixed 
abstractly there must be a conscious effort to teach the application 
of these facts to simple problems which might grow out of the child's 
experience. A child ma.y know perfectly a combination as 9 -j- 5 
and yet be utterly unable to apply this fact to a situation such as 
"I had 14 marbles and gave 5 to James; how many had I left?" 
It is fully as important that the application be taught as that skill 
in computation be developed. A careful discrimination between 
logic and calculation must be appreciated by the teacher. 

The training of the attention of the pupils in the early grades 
has not in general received so much consideration from the teachers 



REPORT OF THE UTICA SCHOOL SYSTEM II3 

as is desirable. The general attention given by the class to the 
work of the teachers shows marked degrees of difference from 
. room to room. Attention is a prerequisite to success in teaching the 
combinations by the system used in this city. In several rooms the 
work proceeded so slowly that inattention was inevitable. In other 
rooms much time is lost in distributing materials, in not having a 
definite plan of procedure, by unnecessary talking of teacher, by 
carelessness in giving directions, etc. 

The general plan of work as undertaken in the lower grades will 
eventually bring the desired results if it is carefully worked out 
and sympathetically followed by the various teachers. Frequent 
conferences and painstaking supervision must accompany the 
development of this plan. 

Abstract formal drill occupies a part of every recitation in the 
upper grades. Some schools are well equipped with material for 
this work and others have none. A portion of each recitation is 
also given to oral work, correlated often with the written lesson of 
the day. Some teachers have carefully prepared questions for their 
classes while other teachers depend upon the inspiration of the 
moment. To reach its greatest value mental work should be care- 
fully planned and graded. 

In the v/ritten work of the upper grades the use of the textbook 
predominates, with but little evidence of a tendency tO' supplement 
intelligently the material in the textbook in such a way as to give 
it a concrete setting and a reality based as far as possible upon the 
pupil's experience. The stereotyped problem is used to the exclusion 
of the one expressed in terms of quantitative relations which sur- 
round the pupil in his every-day experience. Too often the teacher 
does not show a reasonable familiarity with arithmetic applications 
in the daily activities of the city and much of the work fails to 
interpret correctly sound business principles. First-hand knowledge 
of the commercial and industrial opportunities of the city would 
enable the teacher to draw many problems from local activities and 
to correlate the subject matter of arithmetic with both social and 
industrial activities in which it is supposed to function, thus making 
the subject matter of service in carrying on the work of the 
community. 

Pupils could be encouraged to make up and bring in original 
problems which would naturally reflect the environment and be of 
material assistance in guiding the teacher in her choice of problems. 



114 THE UNIVERSITY OF THE STATE OF NEW YORK 

A sun^ey of the larger industries of the city would also furnish 
a definite basis for selection of problems. 

Much attention is apparently given to the form of the pupils' • 
work. As a rule, the work on the boards presented a good appear- 
ance and was in accord with accepted forms. 

Some of the upper grade teaching lacks a discriminating appre- 
ciation of the difference between the teaching of the art of com- 
putation and of the logic of arithmetic applications wherein pupils 
must weigh the evidence, separate the relevant from the irrelevant, 
form judgments and arrive at solid conclusions. There is either a 
confusion of the two or a complete ignoring of the fact that there 
are two sides to the teaching of arithmetic. Classification is too 
prominent and reasoning by analogy is often used. These methods 
are not dependable and become worthless if the rule or case is 
forgotten. 

A saving of time could be effected by having new problems 
analyzed before they are worked. Too much time is wasted by 
pupils employing a cut and dry method to the exclusion of thought- 
ful analysis. The practice of having problems analyzed before the 
computation is made is also a great saving in time in that it is not 
then necessary that all the calculations be carried out. 

Another tendency which was observed is that many teachers are 
inclined to work with a very small group of pupils to the exclusion 
of the large majority. It is doubtful if pupils derive much benefit 
from seeing others work problems. Arithmetic is an active, self- 
expressive subject, and pupils gain in strength only through practice 
and by means of their own efforts. It would b'e desirable to plan 
the lessons so that a maximum opportunity for experience in com- 
putation is offered. If a maximum amount of work of this kind 
is accomplished during the recitation the most minute details of 
the work must be planned. 

The vitalizing of the work in the upper grades could easily be 
accomplished by more persistent supervision. By this means teachers 
could be brought to recognize and appreciate the general purpose for 
which arithmetic is taught and the specific aim of the work in each 
grade in which they teach. 

Geography 
Observations of the instruction in geography and an examination 
of the equipment in many of the schools show a marked variation 
in the development or the application of methods bv which the work 



REPORT OF THE UTICA SCHOOL SYSTEM II5 

in geography may be made more vital. It depends in part upon the 
initiative of the principal and the resourcefulness of the teachers, 
for it v^ill little matter how generously a school is supplied with 
illustrative material if this material is not used regularly and 
discriminatingly. 

The schools of Utica are usually equipped with an adequate supply 
of maps and supplementary readers but there are too few globes 
and these are too seldom used to give the children correct concepts 
of geographical relations. Each school should have at least one 
18-inch suspended globe. 

Pictures, blackboard drawings and collections were found in 
abundance in some rooms but were lacking in others. Where these 
were seen the children were without exception interested in the 
study of geography. It took on the elements of human interest and 
of color quite apart from a mere study of the text. This" was 
especially true where the skilful teacher took advantage of the varied 
elements in the location of Utica, the Mohawk valley, the Deerfield 
hills in the distance, the gateway to the Adirondacks and of the 
diversified industries of the city to make geography seem real and 
vital. Indeed, some of the best recitations seen were concerned 
with the materials near at hand and it was chiefly when the topic 
was remote that the lack of illustrative material was most marked. 
Geography then became an abstract subject, and unless the teacher 
had within herself a fund of general information upon which to 
draw, the lesson was commonly bookish and perfunctory and the 
pupils unresponsive. 

A corrective for this is, first, to encourage the teachers to read 
more wisely and widely in order that they may have a better back- 
ground for the teaching of geography and of hfstory, and second, 
to use more largely the material which will make the teaching of 
geography more concrete. There is available in the office of the 
superintendent a full set of the Underwood slides which have not 
been used as they should. The University of the State of New 
York has in its Visual Instruction Division a rich mine of a valuable 
type of illustrative material. From this free source Utica does 
not seem to have drawn. The use of the stereopticon as an aid to 
visualization has not been generally encouraged. Of the twenty 
grammar schools in the city, only three have regularly availed 
themselves of the resources of the Visual Instruction Division 
of the State Department of Education. Under the four-week plan 
of this Division which provides slides for classroom instruction, the 



Il6 THE UNIVERSITY OF THE STATE OF NEW YORK 

James Kemble School has had during the past year five shipments 
of 600 shdes, the Wetmore School, three shipments of 400 slides 
and School 19 two shipments of 200 slides. 

It is also recommended that the industrial and economic aspects 
of geography be more fully emphasized in the upper grades and 
that these be constantly related to the history given in these grades. 
Indeed, throughout the course there should be a closer correlation 
of geography and history so that the facts and principles of the 
one may explain the growth and development of the other. 

History 

The work in history in the elementary schools of the city of 
Utica is based upon the course of study framed by the committee 
of eight. This course is representative of the so-called " cycle " 
method of teaching history, alternating local and then general his- 
tory throughout the grades. This plan is regarded by some authori- 
ties as illogical and incoherent. Moreover, it fails almost wholly 
to emphasize the close relation which should exist between history 
and geography. Our own state syllabus in elementary United States 
history, with a larger stress upon our European beginnings, with a 
correct interpretation of our relations with England, and with 
a fuller development of community civics, is preferable. 

It is certain, however, that history is not as a rule well taught in 
the schools of Utica. The reason for this may be any one or all 
of the four following major causes:' 

1 The course of study now in force may not be of the right type. 

2 The teachers may not have had sufficient general preparation 
or special train' ng so that they could handle this course effectively. 

3 The time and grade allotments may be so insufficient and so 
irregular that the results obtained from this course or from any 
course with similar allotments would be most unsatisfactory. 

4 There may have been a lack of the careful supervision espe- 
cially essential in a subject which is sometimes outside the horizon 
of the average teacher. 

We are of the firm belief that the last three causes are directly 
responsible for most of the poor results. Conspicuous examples 
of excellent recitations much above the level of mediocrity showed 
that the well-informed and enthusiastic teacher could use the present 
course profitably. Our observations of such recitations showed that 
the subject was taught with spirit and enthusiasm, with coherence, 
logical development and command of illustrative material. In the 



REPORT OF THE UTICA SCHOOL SYSTEM II7 

lower grades there was usually interpretative reading of the text 
or visualization in story form. In the upper grades there was 
topical development in which the teacher sketched large topics 
or broad outlines which the pupils elaborated and completed. 

The most serious defect, hov/ever, vv^as in the organization of the 
work. An analysis of the daily programs indicates an unfortunate 
lack of uniformity or of system in the time and grade allotments. 

Some instruction in history and civics is doubtless given in the 
reading lessons and the time for this included in the reading period. 
There ought, however, to be a specific assignment of a history 
period, for it is usually true that v^^here no separate time allotment 
is shown for history in the fourth, fifth and sixth grades, the 
time given to reading in the sam^e grades is no longer there than 
that given to reading in similar grades where there is in addition 
a definite and adequate class period in history. There ought also 
to be a constant orientation of historic facts in their geographic 
settings so that the knowledge already acquired through the study 
of geography may be applied in the history lesson. 

This lack of uniformity both in organization and in methods of 
presentation is in a measure due to a lack of the necessary super- 
vision that vdll result in effective teaching. Where there is effective 
teaching it is because of the caliber of the teacher, not as a result 
of the method. There is also in some of the schools an insufficient 
use of material for making the past real. 'Pictures, maps and 
charts have their value in history, as in geography, as aids to 
visualization. 

The teaching of history in Utica can, therefore, be improved by 
intelligent supervision v/hich shall give greater attention to programs 
at the beginning of the year, and which shall establish a higher 
standard in aims, assignments and general procedure; in fine, a 
more exacting standard of daily performance. 

Drawing 

The following summary is based on information obtained by visi- 
tation of four schools (Kernan, Wetmore, Brandegee and No. 20), 
supplemented by inspection in the office of work done during the 
last school year. 

Grade work. Two supervisors of grade drawing are employed, 
one having general charge of the work in all grades, the other having 
direct responsibihty for the work in grades 1-4. Both of these 



Il8 THE UNIVERSITY OF THE STATE OF NEW YORK 

teachers are graduates of Pratt Institute. There are eight depart- 
mental teachers and ten other teachers who give instruction in 
drawing in the grade schools under the direction of these super- 
visors. Most of these teachers are normal school graduates. They 
are listed as regular grade teachers, filling in with clerical work and 
in a few instances with instruction in music the time not actually- 
taken in the teaching of drawing in their respective schools. 

At present teachers meetings are more frequent than formerly, so 
that the supervisors are able to give greater assistance in methods 
of presenting work. The supervisor of primary drawing requires 
specimens of the work to be sent to the office each month by every 
departmental teacher. Specimens of work done in the more 
advanced grades are sent to the office from time to time but the 
greater part is left in the several buildings for exhibit or for 
other use. 

The attitude of the supervisors toward their work is excellent. 
They are well trained, enthusiastic and energetic, and they have the 
willing cooperation of their various assistants. 

Type and quality of work. In the primary grades the work out- 
lined in the syllabus is closely followed. Drawings are well done. 
The constructive work is excellent in character. In the intermediate 
and grammar grades, the work is far above the average. The chil- 
dren in these grades utilize objects which they are able to collect 
at little or no expense and decorate these, selling their work for the 
benefit of the Red Cross. In this way, at their sale before Christmas, 
they made between $200 and $300. The posters, which are related 
to community needs, are exceptionally well lettered and spaced. The 
interior decoration work, which is carried on from the fifth grade, 
has been well planned and should prove of "material help to the 
community. Emphasis has been placed upon the intelligent use of 
color in the home, good arrangement and simplicity, producing har- 
monious surroundings at a minimum of expense. Object drawing 
shows an understanding of the principles of perspective and an 
excellence of technic which in the eighth grades is almost on a level 
with elementary high school work. The work from these schools 
might be used to advantage to help other communities. 

Summary 

From what has been said concerning the course of study, daily 
programs, inspections by subjects and personal visitations of the 
class work, it would appear that the course of study is essentially 



REPORT OF THE UTICA SCHOOL SYSTEM II9 

that prescribed by the Elementary Syllabus of the State Department 
of Education, that this course, to be adequate to the needs of such 
a city as Utica, needs more continuous amplification, interpretation 
and enforcement, that the daily programs indicate a remarkable 
variation in time allotments given to major subjects, which springs, 
so far as can be determined, not from a central and well-grounded 
policy but from adventitious circumstances and which makes rea- 
sonably equal and continuous progress in these subjects throughout 
the system extremely improbable, that the subjects which form the 
backbone of the curriculum are fairly well taught as a whole but 
show avoidable extremes in good and poor teaching. 

It is therefore recommended, in the light of these circumstances, 
that more adequate supervision be provided for the inspiration and 
direction of the teaching energies of the schools. The course of 
study should be modernized in every subject in terms of the chang- 
ing world and should be quickened by thoughtful application of the 
vast and varied resources of Utica's own geographic, historic, 
economic and social situation. Particularly in the seventh, eighth 
and ninth grades it should be formulated with a view to helping 
boys and girls to find themselves. The daily programs should be 
formulated with a view to consistency in fixed subjects, such as 
spelling and mathematics, and to consistency with the local needs 
in such dynamic and flexible subjects as history and the mother 
tongue. Not only the content of and time given to the teaching are 
susceptible of very considerable improvement, but the methods of 
presentation, the planning of the work in detail and the careful 
measurement of results, grade by grade, and subject by subject, 
may probably be standardized and strengthened very significantly. 

To effect the improvements indicated here will call for vigorous 
and whole-hearted cooperation on the part of every human force in 
the Utica educational corps — superintendent, principals and teach- 
ers. The elementary teaching staff is a tremendously potential body, 
and what is suggested here is not an adverse criticism but a chal- 
lenge to better results and an indication of sources of difficulty and 
lines of improvement. 

Probably a committee of principals in conference with the superin- 
tendent and drawing upon the wisdom of able teachers, could study 
the facts presented and by comparison with the programs of other 
leading cities evolve a course of study sensitive in its details to the 
world changes of these days and adapted to the needs and conditions 
of the various sections of the city, and a time allotment which 



I20 THE UNIVERSITY OF THE STATE OF NEW YORK 

would assure continuit}-, sane proportion and perspective and rea- 
sonably standardized results to the major subjects which now suffer 
embarrassment. 

While many wholesome regulations may be worked out on some 
such basis as this, it appears to the survey staff, however, that so 
large a system as Utica's, to secure the largest results, calls for a 
more elaborate and specialized supervision by subjects than now 
obtains. There should be developed a group of supervisors of 
major subjects who can help the elementary staff, with its fortunate 
balance of experience and youth, its sound nucleus of normal school 
training and its generally commendable and admirable professional 
spirit, to realize its highest powers for the boys and girls of the city 
of Utica. 




The old advanced school, later vocational school, no longer used for 
school purposes. 

To the left, the administration building, containing offices of the board of 
education and superintendent of schools. 




The Mandeville School 
One of the average buildings of the city. 



8 

THE HIGH SCHOOL 

The high school, known locally as the Utica Free Academy, has 
been the pride of the community for more than half a century. The 
rapid development of secondary education in the city is well illus- 
trated by the buildings now standing which have been used for high 
school purposes. The old Bleecker Street building erected in 1867 
was the home of the Utica Free Academy until 1899 when a new 
building was erected on the present high school site. This building, 
reconstructed after a disastrous fire in 1909, and now serving as 
the south wing of the high school plant, was used until it became far 
too small to meet the high school needs, and the present large plant 
was erected in 191 7. Within this short period the growth of interest 
in high school work and rapid increase in population has made it 
difficult for the local school authorities to keep in advance of the 
physical and material needs of the school. 

The organization and administration of the high school is under 
the general direction of the high school principal. There are heads 
of departments in some subjects Vv^ho are responsible for the work 
in their particular field. Home-room teachers are responsible for 
the attendance record which is checked Vv^ith the class registers. It 
is the opinion of those who made the survey that the lack of a more 
definite plan of high school organization for the purpose of dealing 
with all questions relating to instruction, to general activities of the 
pupils, and to matters of discipline is unfortunate. A large city 
high school usually represents the supreme educational effort of the 
community ; for this reason as well as the fact that its membership 
is made up of a cosmopoHtan assembly of young people at a critical 
age of their development, its plan of organization is a vital factor in 
determining its success and its measure of service to the pupils and 
to the public. As the principal of the school was new and just 
beginning his service, it is possible that he had not had opportunity 
to develop his plans of organization. There was, hov^ever, an 
atmosphere in the school indicating a lack of positive and definite 
control. 

The courses of study offered in the high school are not definitely 
outlined. The only course outlined by years and presented in full in 
printed (typewritten) form is the commercial course. This course 
is in such form as to be clearly visuaHzed, and can therefore be 
readily discussed with the pupil or parent. It is undoubtedly much 

[121] 



122 THE UNIVERSITY OF THE STATE OF NEW YORK 

easier to point out the purpose and aim of a course of study when 
it is in pnnted or typewritten form. 

It would be of real service to pupils and parents if two or three 
additional typical courses were printed and were made available for 
their use in considering the high school work which will best meet 
their needs. There should, of course, be liberal electives giving 
every possible freedom of choice with reasonable adherence at the 
same time to the aim of the course in mind. If the work of the 
pupil is to function, it must center around a few subject groups on 
which his effort may be stressed rather than be scattered over a 
great many different subjects studied for a short period. Typical 
courses for college entrance, for entrance to engineering or technical 
schools, for industrial work, and for household economy, should be 
suggested as well as courses for commercial work. These would 
be especially helpful as the organization for the articulation of the 
elementary and secondary work is apparently weak, and pupils in 
the first year of high school find no provision by which during this 
critical period they are aided in meeting the special difficulties of 
the high school problems. 

To those who wish to pursue general courses little aid is given. 
The work that should be carried by the pupil looking toward college 
is quite easily outlined. The colleges have not failed to keep these 
routes well marked. There is little danger of losing one's direction 
if college is the aim. However, the large mass of pupils are in high 
school for another purpose and they should be given constructive 
and helpful advice as to the work which will best fit them for later 
activities. 

The high school principal invites pupils and parents to come to 
him if they wish advice as to the selection of high school subjects. 
This attitude is to be commended. It does not meet the situation, 
however, for two reasons : the high school is too large for this to 
be done personally by the principal for all pupils, and it is essential 
that such advice and help be given by one who is in frequent and 
close contact with the boys and girls. In a high school of iioo 
pupils there is need of group advisors whose function it should be 
to discuss earnestly and freely with the pupils of the group their 
individual needs and other general matters related to their school 
activities. 

The only regulation as to work to be followed is covered by the 
statement printed on the back of the individual program cards: 
"Requirement for graduation — 15 school counts, including three 



REPORT OF THE UTICA SCHOOL SYSTEM I23 

years of English,^ one year of history, two years of mathematics, 
one year of science." 

For the purpose of determining the work selected by the pupils 
the individual programs were analyzed with some care. 

The subjects which are being studied generally by the first year 
high school pupils are English, general science or biology, algebra, 
Latin, bookkeeping, commercial arithmetic, drawing, and domestic 
science. There are two main groups of these studies as follows : 

First group Second group 

English English 

Science Science 

Algebra Commercial arithmiCtic 

Latin Bookkeeping 

From the 245 first year programs analyzed it appears that all 
pupils take English and with few exceptions science is taken by all. 
In first year Latin there are 65 girls and 73 boys ; in algebra, there 
are 85 girls and 105 boys. In bookkeeping there are 82 girls and 
60 boys, while in commercial arithmetic the number is 64 girls and 
65 boys. Mechanical drawing is in the schedule of 30 first year 
boys, and 12 first year girls are taking domestic science. None of 
the programs shows that any provision is made for physical training 
for boys or girls. The study of a modern foreign language can not 
be begun until the second year of the high school course. 

The analysis of the pupils' programs in the second, third and 
fourth years only confirm what is observed in the first year. English 
is taken by all pupils. The commercial work continues popular. 
The registration in the other languages, particularly Latin, indicates 
that college preparatory work is being followed. There are no 
shops for manual training. Woodworking is not offered in any 
form. Metal work and forging, which would appeal to many boys, 
are not provided. With the discontinuing of the vocational school 
no provision was made for carrying on work of this character, 
although space had been provided for industrial work in the high 
school building. The beginnings made in manual training in the 
grades do not lead anywhere. The high school offers little oppor- 
tunity for the boy who is motor-minded. With a first year regis- 
tration of approximately 180 girls in the Utica High School, 12 are 
found in the domestic science course. Domestic science, which 



^ Now four years. 



124 THE UNIVERSITY OF THE STATE OF NEW YORK 

normally interests a large proportion of the girls, is given in the 
programs of onh^ 50 in the entire school. In this connection the 
following statement ^ from the report of the Commission on the 
Reorganization of Secondaiy Education is of interest : 

In the education of every high school girl, the household arts should 
have a prominent place because o£ their importance to the girl herself and 
to others whose welfare will be directly in her keeping. The attention now 
devoted to this phase of education is inadequate, and especially so for girls 
preparing for occupations not related to the household arts and for girls 
planning for higher institutions. The majority of girls who enter wage- 
earning occupations directly from the high school remain in them for only 
a few years, after which homemaking becomes their lifelong occupation. 
For them the high school period offers the only assured opportunity to pre- 
pare for that lifelong occupation, and it is during this period that they are 
most likely to form their ideals of life's duties and responsibilities. 

As a cosmopolitan high school in an industrial city with a large 
foreign population, it appears that the Utica High School falls far 
short of meeting the. needs of the community. 

This situation in the high school will not he solved until the whole 
program of work for the seventh, eighth and ninih {first year high 
school) years has been given careful and detailed study for the 
purpose of reorganizing the work in terms of community and 
individual needs. 

English 

The English faculty of the Free Academy numbers ten, of whom 
nine are women. Eight of the group are collegians, one a normal 
school graduate with further work in schools of recognized rank, 
and another a high school graduate with additional training in three 
great universities and travel abroad. Ages- range from 26 to 63, 
with a median age of 35 ; six of the teachers are between 30 and 40, 
two below and two above that span. The range of experience is 
from 5 to 38 years; the median experience is 10 years. One 
teacher is paid $950, two $1000 one $1100 and five $1150. The 
department chairman receives $1850. 

Evidently, then, the English teachers, generally speaking, are well 
trained, of mature age and experience, and are paid salaries fairly 
typical of schools in Utica's class. This is a veteran department, 
from which good work may be expected. If there is any danger 
to be guarded against, it would seem to be the falling into depart- 
mental ruts. With such a group, continued growth should be 



1 Cardinal Principles of Secondary Education. U. S. Bureau of Education, 
Bui. 35, 1918. 



REPORT OF THE UTICA SCHOOL SYSTEM I25 

assured by vital, stimulating supervision, by changing the teachers 
from grade to grade and within the grade, by variant subject matter, 
and by putting a premium, financial and promotional, upon improve- 
ment in service, travel and graduate work. Only five of the teachers 
have done summer school work or otherwise refreshed their scholar- 
ship since entering their profession. That the group is eager to 
grow, however, is evidenced by their active participation in pro- 
fessional meetings and by their initiative in organizing last year a 
council of English teachers, meeting quarterly, intended to serve 
as a clearing house of professional stimulus and growth for Utica 
and surrounding territory. 

Inspection indicated that the teaching personnel of the department 
was for the most part good, although it is uneven and could be 
strengthened in places. 

Teaching conditions were good; the average size of classes was 
25, the average total enrolment to a teacher, loo, the number of 
teaching hours daily, 4. The teachers have been given a fair chance 
to do good work. 

The speed and accuracy with which pupils in the Utica Free 
Academy are able to secure thought from the printed page were 
tested by the use of the Kansas Silent Reading Test. The median 
scores obtained are compared below v/ith the standard medians 
secured by the use of this test in a great many schools throughout 
the country. 

Attainment in silent reading 

Kansas silent reading test . 

Year Utica Free Academy Standard 

9 21.5 22.9 

10 25.01 25.6 

11 25.87 26.S 

12 27.73 29.7 

The attainment in written composition was measured by the use 
of the Nassau County Supplement to the Hillegas Scale for Measur- 
ing the Quality of Composition. Pupils were asked to write for 
twenty minutes on a theme — " How I could spend Ten Dollars to 
give the Greatest Pleasure to Five People." The themes thus 
secured were then rated by means of the scale above mentioned. 
Each theme was rated three times by members of the English 
department. No one of the raters knew the grades assigned by 



Attainment in composition 




Nassau county supplement to Hillegas scale 
Utica Free Academy 


Medians in s6 
other high schools 


545 


S.I8^ 


5-94 


5-88 


6.15 


6.14 


6.6 


6.6 . 



126 THE UNIVERSITY OF THE STATE OF NEW YORK 

the Others. The average grade earned was assigned as the value 
of the theme. The medians by years are compared below with the 
medians attained in fifty-six other high schools : 



Year 
9 
10 
II 
12 



In studying the comparative attainments in silent reading and 
composition it should be remembered that the standard scores rep- 
resent the median secured by the use of these tests in many schools. 
The results in Utica are very close to the standard median, in silent 
reading a little below and in composition, a little above. In other 
words, these records or attainments show average results. With 
teaching conditions such as they are the instruction and results 
should be above the average. Every effort should be put forth to 
secure instruction, not of average, but of superior grade. 

Ancient Languages 

Of the six teachers in ancient languages, four are college grad- 
uates who had Latin as their major work. Two of the four had 
been graduated from normal schools before entering college. The 
other two teachers are normal school graduates and have had several 
years' experience in grade teaching. In their present positions they 
are teaching classes in first year Latin only. The number of years' 
experience ranges from 7 to 48, and the average for the six teachers 
is 16^2 years. 

The following classes were visited in connection with the prepara- 
tion of this report : Latin first year, three classes ; Latin second year, 
three classes ; Latin third year, two classes ; Latin fourth year, two 
classes ; Greek second year, one class ; Greek third year, one class. 

The conditions are generally favorable for successful work. The 
six teachers devote their time exclusively to instructing classes in 
Latin and Greek. Two of these instruct five classes each daily, and 
four have four classes each daily. 



REPORT OF THE UTICA SCHOOL SYSTEM 



127 



The maximum number of pupils in any class is 30. The average 
number in each of the Latin classes is shown by the following table : 

Table 14 
Enrolment in Latin classes 



SUBJECT 


ENROLMENT 


NUMBER OF 
CLASSES 


MAXIMUM 

NUMBER IN 

CLASS 


AVERAGE 

NUMBER IN 

CLASS 


Latin i 


192 

138 

69 

44 


9 

7 
4 
3 


30 

28 
27 
17 


21 + 
20 — 


Latin 2 


Latin 3 


17 + 
15— 


Latin 4 




Total . . . . ' 


443 


23 




19 + 







There are four pupils in the class in first year Greek, eight in the 
second year class, and four in that of the third year. 

There is no departmental organization. The assignment of work 
to the six teachers is as follows : 

Latin i 2 teachers 

Latin 2 and 3 2 teachers 

Latin 2, 3 and 4 i teacher 

Latin 4, and Greek i teacher 

The fact that there is no department head is one reason for some 
lack of accord that was noted in the amount of reading required of 
different classes in the same half year. In the second, third and 
fourth year classes there was greater divergence than is usual in the 
character and amount of collateral work required of pupils. Much 
more attention is given in some classes than in others to the oral 
reading of the text in class with a view to training in understanding 
and appreciation of the authors whose works are studied. As might 
be expected from the training of the teachers, the skill in planning 
and presenting subject matter is less marked in the first year than 
in the more advanced classes. 

Latin is the only foreign language that is begun in the first year 
of high school. Modern foreign languages are not offered in the 
course until the second year. Latin is offered as a first year subject 
for all pupils who are looking forward to college or technical school. 
This explains in part the fact that over one-third of the pupils are 
registered in the Latin classes. 



128 THE UNIVERSITY OF THE STATE OF NEW YORK 

Modern Languages 

There are five teachers in the modern language department, four 
of whom are college graduates. One of these specialized in French 
in college. Three of the four have had a summer course in modern 
languages. The fifth teacher is a graduate of the Utica Free 
Academy, has had some training under a French teacher, and has 
taught in Utica 37 years. All the teachers except one have had 
experience in other schools, and the range of experience is from 
5 to 37 years. 

The work in modern languages consists of French, German and 
Spanish. Two teachers devote all their time to French, and one 
other teacher takes two classes in elementary French; one teacher 
devotes all her time to German, and some classes are taught by two 
other teachers ; there are only two elementary classes in Spanish. 

The modern language work is not organized as a department. 
Each teacher follows her own plan of work, although there is some 
consultation between teachers who happen to have the same grade 
of work. 

The teachers appear to be fairly well prepared for their work as 
far as knowledge of subject matter is concerned. One teacher, 
however, who for some years was " general substitute " and who 
has been employed more recently in the commercial department, is 
now assigned to the teaching of French and German. Her knowl- 
edge of these subjects is not what might reasonably be expected in 
a large and important school. In other words, the teaching staff 
in the modern language work is not strong. It does not seem to 
measure up to the high standard of scholarship, personality and 
teaching ability usually found in the better secondary schools. 

The instruction in French is poor. The work as observed in 
three classes consisted of the dry drill of grammar lessons. The 
home work (translation of English sentences into French) was 
poorly, not to say slovenly, done in pencil, poorly corrected in class, 
with no evidence of interest on the part of the pupils. The teacher 
was lacking in technic as well as in class management. 

The instruction in German is little better than in French. The 
one teacher who gives all her time to the teaching of German is 
efficient in the teaching of grammar but there were no evidences 
that the pupils were being taught the language. Another teacher, 
German and French, has an inadequate knowledge of the languages 
and has no technic whatever. Her method consisted of grammatical 
exercises poorly done — without knowledge of forms on the part 



REPORT OF THE UTICA SCHOOL SYSTEM 12g 

of the pupils and without drill from the teacher. It was very evident 
that the pupils did not know their lesson when they came to class 
and that they learned little worth while in class. 

The work in modern languages should be organized into a depart- 
ment with a department head. He should be a man who knows 
French thoroughly and has some acquaintance with German and 
Spanish, The department should be strengthened as changes are 
made in the teaching staff. 

History 

The department of history of the Utica Free Academy is in charge 
of four teachers, all of whom are college graduates with records 
of successful experience as teachers in the secondary schools in this 
State. The head of the department had history as the major subject 
of his college course and two of his assistants have taken graduate 
work in this field in various summer schools. These teachers have 
had an average teaching experience of ii years, 8 of which have 
been in general secondary work and 3 have been in the special field 
of history. It appears, therefore, that in general professional train- 
ing and in the character and quality of special experience, this corps 
of teachers compares f a;vorably with the teachers in the other depart- 
ments in this school. The head of the department has in addition 
served as principal of one of the grammar schools in the city of 
Utica and as a result of that service has some familiarity with the 
problems of the grade teachers of history and some appreciation of 
the quality and character of work which younger pupils can do. 

The instruction observed was generally of a satisfactory character. 
With the exception of one teacher whose field of interest evidently 
was not historical, the teaching was much above the average. Con- 
stant effort was made to relate the past to the present and the subject 
of history was vitalized by references to the problems of today. 
This was in part accomplished by the daily use of current magazines 
and recent historical literature. The pupils were encouraged to read 
widely and the range and quality of this supplementary material was 
commendable. As a result the students of history in the classes 
observed show a real interest in the subject. The school authorities 
should take advantage of the interest which has been awakened 
among the pupils and the emphasis which the world war has placed 
upon historical study materially to enlarge the history requirements 
in this school. These at present seem limited and it would be 
advisable to require at least two years of history, one of which 



130 THE UNIVERSITY OF THE STATE OF NEW YORK 

should be, of course, American history, as a prerequisite for gradua- 
tion from this institution. 

In table 15 is given in subject groups the number of pupils in the 
present senior class who have had history, science, mathematics etc. 
during their high school course. It will be noted that 113 or 70 per 
cent of the class have had only one year of instruction in history; 
that 37 or 22 per cent of the class have had two years of history and 
that only 5 per cent of the class have had more than two years of 
history. A similar study made for the schools of Binghamton 
shows that all the present senior class have had history for one 
year ; that 96 per cent of the class have had history for two years ; 
and that 60 per cent of the class have had history for three or more 
years. 

Table 15 
Registration of senior classes, June and January, 161 

4 yrs. 3 yrs. 2 yrs. i yr. 

History o 

Science o 

Mathematics o 

Ancient languages 24 

Modem languages 3 

English 106 

There is need of a required course of study in the field of 
history and social science which should be continuous for a period 
of at least two years with a maximum of three years. If such a 
program were initiated the amount of time given to this field by 
the individual pupil would more nearly accord with the practice 
which obtains in the more progressive high schools. 

The result of the situation portrayed by these statistics is that 
the present staff is adequate, the number of periods each teacher 
has is normal and the average class registration is commendably 
small. For the first term of the present year, two of the teachers 
had four classes and two had five classes each and the average 
registration in these classes was 18 pupils. In the second term, the 
average periods taught by the teachers were four and the average 
class registration was 21. 

With additional emphasis placed upon the subject through 
increased requirements and the awakened interest in the field of 
civics, it may be necessary to increase the teaching staff. When 
this is done, the head of the department should be given sufficient 
time to perform the duties which devolve upon him as the director 
of such an important sector of school activities. He ought to have 



8 


37 


113 


12 


52 


95 


20 


105 


22 


32 


49 


7 


12 


68 


38 


55 









REPORT OF THE UTICA SCHOOL SYSTEM I3I 

sufficient freedom from actual classroom work to enable him to 
visit the classes of his assistants frequently, to advise with them 
and with their pupils with respect to their work, to establish points 
of contact with other related fields and to bring into closer harmony 
the elementary and the secondary instruction in history. 

Science 

The science work in the Utica Free Academy is taught by four 
men and three women, all college graduates, all having had success- 
ful experience in high school science teaching in this State before 
election to their present positions. The head of the department is 
a man under 40 years of age, who has had in addition to his college 
work, college courses at the University of Munich and at Princeton. 
His efforts are not limited to the instruction of his own classes but 
his interest in the work of the other students in science is keen and 
his supervision of the efforts of his assistant teachers is helpful. 

The rooms and equipment for all the present science work are 
located in the old wing of the building and are reasonably sufficient. 
Since the vacating of rooms in the old part of the building, plans 
are being made to enlarge and perfect the accommodations by 
fitting up a general science lecture room to seat possibly 200 and 
by the enlarging of laboratory facilities. 

A full year is given to the courses in physics, chemistry and 
physical geography. Recitations, laboratory work and notebooks 
indicate that satisfactory work is being done. 

Physics is begun in September and in January. There are two 
sections of pupils for each term's work. The beginners are taught 
by the head of the department while those pursuing the second half 
of the course are taught by an assistant. Each teacher cares for 
his own pupils in the laboratory. The sections are not unreasonably 
large. 

Chemistry is begun in September and in January, but as the num- 
ber of pupils taking this subject is fewer than the number taking 
physics, all are accommodated in three sections, two beginning in 
September and one beginning in January. The instructor has had 
a year of postgraduate work at Cornell and has attended lectures at 
Cornell during eight summers. He is deeply interested in his subject 
and is possessed of ability as a teacher. 

The pupils in physical geography are all accommodated in one 
section. The teacher, a graduate of Syracuse University in 1907, 
secured his master's degree in science from the same institution in 



132 THE UNIVERSITY OF THE STATE OF NEW YORK 

191 2 and has spent two seasons in the Vermont State Geological 
Survey. He has taught high school science for 10 years. 

The per cent of the whole number of pupils registered in the 
academy pursuing each of these three sciences is somewhat higher 
than the corresponding average for the entire State. 

In view of these facts it is believed that the work in physics, 
chemistry and physical geography is in a satisfactory condition. 

In the place of biology, which is not taught, a local course in first 
year science, originated and developed tmder the intelligent and 
enthusiastic supervision of the head of the science department, has 
reached a degree of success possibly in advance of that of any other 
first year science course in the State. The syllabus has been 
approved by the State Department. To accommodate the pupils 
eighteen sections are organized, ten beginning in September and 
eight in January. One is taught by the head of the department and 
one by the teacher of chemistry. The remaining sixteen sections 
are assigned four to each of four teachers, one man and three 
women, all well fitted for their work. 

As the course includes both biological and physical science, the 
work of each teacher was seen and the notebooks examined by the 
Department specialists in both branches. The time devoted to the 
subject is seven recitation periods weekly, usually five for recitation 
and two for laboratory work. 

From the observations of the classroom instruction, of the labora- 
tory work and the notebooks kept by the pupils, it would appear 
that the work is in a very satisfactory condition. It is quite possible 
that in the reorganization of the courses of study which may result 
from a study of the possibilities of the development of the inter- 
mediate school or junior high school, a course in general science will 
be evolved which will be given to the pupils of the eighth and ninth 
years so that the course will carry through two years instead of 
one year as is now being done. This will undoubtedly give the 
opportunity for a stronger and better balanced course than can pos- 
sibly be given in one year. Such a course would function as a 
preparation for all science study in the high school. 

Commercial Subjects 

Utica was one of the first cities in New York State to provide 
for regular high school instruction in commercial subjects. The 
industrial and commercial interests of the city, which were early 
established and which have since been greatly extended, require a 





Deerheld School No. 2 
A larger school is needed in this locality. 




School 21 
Elected in 1895. A fair building for that period. 



REPORT OF THE UTICA SCHOOL SYSTEM 



133 



constantly larger number of trained office workers. In response to 
this demand the registration in commercial subjects has steadily 
increased. An indication of the growth of the commercial work in 
the past six years alone is found in the fact that the teaching staff 
at present consists of seven teachers, while in September 191 1, the 
work required the services of only three. The registration by sub- 
jects as reported in January 1918 is shown in the following table: 



Table 16 
Registration in commercial subjects 



SUBJECTS 




TOTAL 
ENROLMEIW 



Elementary bookkeeping 

Advanced bookkeeping 

Business arithmetic 

Business writing 

Commercial law 

Shorthand i 

Shorthand 2 

Typewriting 

Commercial arithmetic and penmanship ^ 



181 
74 
99 
44 
26 
66 
28 
100 
152 



1 A course given in first year as a preparation for the study of bookkeeping. 

Out of an enrolment of 1056 pupils, 411 pupils, or 38.9 per cent of 
the total, were registered in one or more commercial subjects. 

Prior to 191 3, commercial subjects were listed as electives in the 
high school curriculum. In May 1913, however, a regular course of 
study in commercial subjects was adopted and a department organ- 
ized with a department head in charge. 

Rooms and equipment. Good classrooms and suitable equipment 
are provided for the work of the department. Seven classrooms 
located on the same corridor in the new part of the building are 
assigned to the commercial classes. In addition, a smaller room is 
set aside for use as a department office. 

The special equipment consists of 207 commercial desks of an 
approved type, 40 typewriters of different makes, each typewriter 
being set in a drop cabinet, one rotary neostyle, vertical file cabinets 
and an outfit of office and banking fixtures designed for business 
practice. The department has the use of a stereopticon. A small 
collection of industrial and commercial products is also available 
for class use in commercial geography. 



134 THE UNIVERSITY OF THE STATE OF NEW YORK 

While the immediate needs of the department are thus well pro- 
vided for, as the work continues to develop additions to the present 
equipment will be necessary. At this time it is recommended that 
a billing machine and a dictaphone be added to the typewriting 
equipment. It is also suggested that a full set of trade and com- 
mercial maps, including a blackboard outUne map of the United 
States, be purchased for the work in commercial geography. An 
effort should also be made to build up a departmental library of 
reference books, government publications, booklets and folders of 
various kinds, clippings and the like. Centrally located in the 
department office, such a collection of working material will be 
available for both teachers and pupils. 

Course of study. The course of study adopted in 191 3 and still 
in force is given below : 

'FIRST YEAR PERIODS SECOND YEAR PERIODS 

English 4 English 5 

Elementary bookkeeping. ... 5 Bookkeeping (elementary or 

Commercial arithmetic and advanced) 5 

penmanship 5 Business arithmetic 5 

Biology or algebra 5 Business writing 5 

Biology or algebra S 



THIRD YEAR PERIODS FOURTH YEAR PERIODS 

English 5 English 4 

Bookkeeping (elementary or Stenography or typewriting. 10 

advanced) S Foreign language 5 

Office practice 2 American history with civics 5 

Stenography and typewriting 10 

Foreign language 5 

Commercial law 2^ 

Commercial geography 2}4 

Geometry 5 

Several modifications in this course as outlined above suggest 
themselves. In the first place, an undue proportion of time is 
allotted to commercial and business arithmetic and penmanship, or 
business writing. It seems unnecessary to give each of these 
subjects, for the work prescribed, what is the equivalent of five 
periods a week for three semesters. Again, the course does not 
differentiate clearly the requirements for the commercial and the 
secretarial pupils. Provision should also be made for advanced 
subjects in the fourth year for pupils who desire to specialize 
further in commercial work. 



REPORT OF THE UTICA SCHOOL SYSTEM 135 

An outline of a course meeting these criticisms and embodying 
several other desirable features is given below and is recommended 
for adoption. The number of counts assigned to each subject rep- 
resents also the minimum number of recitations a week to be pre- 
scribed m that subject. It may be necessary, however, in certain 
instances to increase this time allotment in order to cover the work. 

T^ZZl ''^''^ ''°''''^' '^^°^° ^^^^ COUNTS 

^"f^h 4 English 4 

Biology or general science. . 5 Bookkeepingi . ! 

Commercial arithmetic 5 Typewriting (5 periods")' .' .' ." .' ^V. 

aXr'"^"^'"^ ^ ^'^^bra 5 

2 Commercial geography 2j^ 



THIRD YEAR 



COMMERCIAL 



^ ,. SECRETARIAL 

1"!^'^ 4 English 4 

^^t,.'"^ •. 3 History ^ 

Bookkeeping 2 5 Shorthand i Z 

^^^^^^^^^' 5 Electives^ 5 



COMMERCIAL 



FOURTH YEAR 

SECRETARIAL 



Business English 4 Business English . . 

American history 5 American history. . . . .' ^ 

Commercial law ^H Shorthand 2\ . . , 

5;^°"°"^^" 2 Electives« ... Z 

Electives* c 



I Shorthand i may be substituted. 
» Shorthand r included. 
» Bookkeeping 2 included. 

«TraSk.tion1.'^^"if ^ accounting and business organization included. 
« Wtarkl ?,r«nHn J^K^'*^^ ^""^ ^* ^^'? ^'^° periods a week required, 
becretanal practice, business organization, commercial law and ecoSimics included. 

It should be noted that this course provides for three classes of 
pupils : first, those who desire a full course in either one of the two 
mes of business training; second, those who for some reason must 
leave high school before graduation but who wish to take as much 
commercial work as they can with profit; third, those who are pre- 
paring to take a course in commerce and finance in a higher institu- 
tion. Pupils registered for general high school work may, of course 
choose any of the commercial subjects as electives 

Instruction. For the immediate purpose of preparing this section 
of the report, a statement of training and experience was obtained 
from each teacher and the classroom work of each was observed 
for at least one recitation, although the records of previous inspec- 
tions of the work of the several teachers were consulted to confirm 
the conclusions reached. 



136 THE UNIVERSITY OF THE STATE OF NEW YORK 

Seven teachers, including the head of the department, constitute 
the teaching force. Of these, two are college trained, two are normal 
school graduates and three are high school graduates. With one 
exception, the teachers have had special courses in commercial train- 
ing as well as in methods of commercial teaching. They have all 
taken advantage of summer school opportunities now afforded for 
commercial teachers. Four have had actual business experience. 
The teaching experience ranges from 5 years to 26 years ; five have 
taught commercial subjects for 5 years or more. One teacher, who 
has had no special preparation in commercial work, according to 
the statement of the superintendent of schools, is assigned tem- 
porarily to the department until a position more suitable is available. 
The following comments on the teaching and teaching methods have 
no reference to the work of this teacher. 

Teachers showed evidence of good preparation in their particular 
subjects. With the exception of the department head, teachers are 
assigned not more than three subjects, one of which is penmanship. 
The department head teaches four subjects, in which penmanship 
is included. Two teachers have only one subject each. The teachers 
have made good use of the opportunity thus provided for specializa- 
tion. Their progressive spirit is also shown in the methods of 
teaching employed. Such recent developments in commercial teach- 
ing practice, as for example, the class method of recitation in book- 
keeping and typewriting instruction, are in use. 

The recitations observed were well conducted. The teachers 
generally practised good classroom economy. In the case of one 
recitation in commercial arithmetic, however, a good deal of time 
was wasted in getting under way. Too much time was spent in 
checking the prepared work and later while a number of pupils 
were busy at the blackboard the rest of the class sat idle in their 
seats. This single instance prompts the general suggestion that in 
business training the development of business habits is of the utmost 
importance. The teacher, by the manner in which he conducts his 
class work, may accomplish indirectly what the business man is 
inclined to regard of primary importance in the training of oflfice 
workers. 

As a rule, a distinct purpose in the recitation was evident and in 
most instances was carried out to good effect. Pupils by their 
responses indicated a grasp of the subject covered to that point and 
an intelligent interest in the work in hand. 

Departmental organization. As referred to elsewhere, the com- 
mercial department is organized with a department head in charge. 



REPORT OF THE UTICA SCHOOL SYSTEM 1 37 

However, with four teaching periods daily, his opportunity for 
supervision and direction is Umited. Department meetings of 
teachers are held monthly ; subject conferences are called as occasion 
may require. His teaching schedule should be reduced to not 
exceeding fifteen periods a week, in order that he may devote more 
time to the work of supervision and the other duties of his position. 
Stated briefly, these duties are as follows : 

1 To supervise the work of the department as a whole, more 
especially the teaching, and to advise and consult with teachers 
regarding their own particular subjects; to hold conferences regu- 
larly for the discussion of the special problems of the department. 

2 To act in an advisory capacity to the commercial pupils and 
especially to the pupils who, upon entering the academy, need intelli- 
gent direction in the election of their courses. 

3 To work out schemes of correlation within the department and 
between his own department on the one hand and the other depart- 
ments of the school and the business community on the other; to 
develop a scheme of cooperative work whereby pupils may receive 
practical training in the technical commercial subjects. 

4 To make a study of the business conditions in the city and the 
prevailing practice in the different phases of office work, with a 
view to modifying the subject matter when such modification 
becomes advisable. The department head should be the point of 
contact between the school and the business community. 

5 To keep a careful department record of the progress and 
standing of each commercial pupil and to take charge of vocation 
records showing the names of pupils entering business positions and 
the character of employment secured. Graduates of the department 
should be followed up systematically to determine, among other 
things, whether or not the work of the high school is properly 
adapted to business needs. 

Finally, a stronger department spirit among the commercial pupils 
should be developed. Without detracting in any way from the unity 
of school spirit existing in the academy, a department that registers 
411 out of 1056 pupils in a special field should have among the 
pupils a feeling of fellowship in a common purpose. One method 
of bringing this about is by means of holding regular assemblies of 
commercial pupils, in which discussions of current business and 
commercial problems, debates on similar topics, talks by business 
men, and the like should make the meetings both interesting and 
profitable. Contests and exhibits held occasionally would also help 
to encourage this department spirit. Furthermore, pupils who are 



138 THE UNIVERSITY OF THE STATE OF NEW YORK 

graduated from the commercial course should receive the regular 
academy diploma, with the special designation " in commercial 
subjects." They should also be encouraged to qualify for the state 
credentials in commercial subjects. 

Drawing 

The drawing department in the academy has been greatly dis- 
turbed this year owing to the resignation and consequent changes 
of all save one teacher. There is no department head. The teacher 
of design is a graduate of Syracuse University in the design course 
and has had summer work at Columbia and the Berkshire summer 
school. She is ranked as an assistant teacher. All her classes in 
drawing meet five periods a week each term. There are 41 pupils 
registered for elementai-y design, 11 for advanced design and 17 for 
special advanced work. This gives the teacher four regular periods 
with one conference period during which pupils who have been 
absent or who are unable to meet with the regular classes may have 
help. Her work is excellent, showing decided improvement during 
the last two years. 

There is sufficient difference between the work of the boys and 
girls to hold their interest. The home center is the one generally 
studied although there is sufficient breadth to the course so that the 
boys are given posters. In advanced design, there are three general 
centers of interest — the home or interior decoration, costume 
design and design for printing, including folders, catalog covers and 
posters. Individual pupils in these classes have sold their designs 
to the Ladies Home Journal and to local firms, in this way earning 
$58 during the past year. Work in representation has been done by 
a graduate of Pratt Institute (1917) normal art and manual training 
department. She is ranked as a substitute teacher. Considering this 
teacher's lack of experience, she is doing remarkably well. Her 
weakness is in regard to technic in the intermediate and advanced 
courses. To correct defects in her preparation she might profitably 
take summer school work where she would have further practice in 
light and shade and in color. The teacher of representation also 
has two classes in elementary mechanical drawing. In view of its 
close relation to the technical courses, this field of instruction will 
doubtless be transferred to the teacher of advanced mechanical 
drawing. The man who has the classes in the latter subject is also 
teaching manual training in the grades three periods a day. 
Readjustments in assignments will accordingly make it possible for 



REPORT OF THE UTICA SCHOOL SYSTEM 1 39 

him to devote his time exclusively to instruction in mechanical 
drawing. The last named instructor is a recent graduate of the 
State College for Teachers. He has come to the school so recently 
that no estimate of his work can be made at the present time. 

The equipment as a whole is excellent. There is need, however, 
of filing cases in which reference material and work done by former 
classes may be kept without injury. 

Mathematics 

The department of mathematics is organized under the general 
direction of a department head with five assistant teachers. The 
work being given at the time of the survey included elementary 
algebra, intermediate algebra, advanced algebra, plane geometry, 
solid geometry, and trigonometry. Four of the department staff 
are college graduates, only one having had graduate work. Two 
of the teachers are normal school graduates. Two of the staff 
are members of the Association of Teachers of Mathematics of 
the Middle States and Maryland. The average experience of these 
teachers is ten years, of which four years have been in schools 
outside of Utica and six years have been in the Utica schools. 

The number of classes per teacher is four, one instructor having 
five classes daily. The average number of pupils per class varies 
from 17 to 27. The department head gives one period each day 
to supervision. In general it may be said that the mathematics 
department is strong. The teachers have had successful experience, 
they are competent, and the work is being well done. This does not 
mean that all features are uniformly satisfactory, but under the 
direction of the department head it is well supervised and the 
generally favorable conditions should produce satisfactory results. 

Reaction of the Student Body 

The consensus of opinion of the student body as to the manner in 
which the course of study functions probably gives a reasonably fair 
index as to the work of the school in meeting the community needs. 
Such a reaction from the pupils is of special interest in connection 
with the reports of specialists and other educational experts. 

In order to secure such a statement a blank form was used on 
which a number of questions were asked regarding the pupils' work, 
daily programs and other school activities. A copy of this form was 
supplied to each pupil. Through the cordial cooperation of the 
principal and the home-room teachers, this was put into the hands of 
the individual pupils. The teachers were asked to make clear to the 



140 THE UNIVERSITY OF THE STATE OF NEW YORK 

pupils that they should state freely their thought regarding the 
school in its relation to them. It was made clear that the value of 
the information to be given depended upon a frank expression of 
their real convictions and the pupils were assured that the state- 
ments which they might make would not react against them in any 
way. The number of pupils who filled out the blank was 950. 
It was thought that the information which has been gathered in this 
way from the student body is reliable and provides a safe basis for 
drawing certain general conclusions. It is of greater value possibly 
because it is entirely free from pedagogical bias. Without question 
it emphasizes some vital features of the high school activities. 
The questions on the form used were as follows : 



Name Age 

How many years have you spent in the Utica Free Academy? 

How many years have you spent in any other high school ? 

Of what class are you now a member ? 

Daily program of studies 

Name : (o) any subjects which you are now repeating 

(fe) any subjects which you have repeated 

(c) any subjects which you have repeated more than once. 
In what subject or subjects are j^ou especially interested? 



In what special high school activities do you take part (i. e. debating, 

athletics etc. ) ? 

What feature of the school life is of the greatest help to you? 

In your judgment should the school offer you any further activities or 

courses of study? If so, state your reasons fully 

What are you planning to do after completing your high school work?. 

The individual courses of study as given by the pupils on these 
forms have been discussed earlier in the chapter. 

One of the questions on the form given to the pupils was : " In 
what subject or subjects are you especially interested?" The 
answers are .given in tabular form. The replies were given by 348 
first year pupils, 240 second year pupils, 196 third year pupils, and 
166 fourth year pupils. As the pupils frequently mentioned more 
than one subject the replies in many cases total more than the 
number of pupils. 

It may be observed that the strength of the commercial work in 
the school is evident from its relative rank in these tables. It is the 
second in the. group for each year except the fourth where it is 
third. It may be stated, therefore, that as a group the commercial 
subjects are popular and are of special interest to a large percentage 
of high school pupils. 



REPORT OF THE UTICA SCHOOL SYSTEM 



141 






iv 


:a 




P< 


w 


=1 


M 


o. 


<, 


4) 


H 


^ 



10 r*^ ro fo 00 N I 



O >/1 t~ t^ 10 ro . 



■SM-^ H fe o " s S--' 
S kS O i L3 « ta ° 5 






ltd o g. 



00 0\vO O\00 O 10 O fO M I 
t^vC lO^ri-rOM 01 M M 



:'o4s-5 



3 M 






000 rooco OiOvr^row POCi m 
10 CO eooo vO fO 



c §s CJ ^-H g S o ta CO . 
.2 S Sf*3 rt rt 3 g "S S *^ -^ • 



142 THE UNIVERSITY OF THE STATE OF NEW YORK 

English, which is required of all pupils for three years,^ is the 
highest in rank as determined by this table. In the school as a 
whole 340 pupils mention English as one of the subjects in which 
they are especially interested. Several mention particularly the 
work in oral English. 

The special interest in science in the first year is undoubtedly due 
not only to the natural interest of many young people in the subject 
but also to the excellent course that is offered. It is observed, how- 
ever, that this interest is immediately lost as science has dropped 
from the first to the eighth position in the table for the second year 
pupils. In the third year science ranks as number five among the 
subjects of special interest, and in the fourth year it is in the second 
position. 

As has been stated before, Latin is the only foreign language 
offered in the first year and is, therefore, in a sense prescribed for 
a large group of first year pupils. Its rank in the table is, therefore, 
relatively high in the first year, number 4 in the group. In the 
second year it is seventh in rank. Of the first year pupils one in 
four mentions Latin as a subject of special interest; of the second 
year pupils it is mentioned by one pupil in eight. In the third and 
fourth years Latin is in eighth position. In other words, it seems to 
hold its relative position well in the last two years, probably with 
those who are making definite use of it for college entrance. 

Modern languages, which are begun in the Utica High School in 
the second year, are popular, ranking third in the interest of the 
pupils in the second year, dropping to fourth position in the third 
year. This decline continues, and in the fourth year modern lan- 
guages are only one position above the Latin. While the work in 
these courses seems to begin with enthusiasm in the second year it 
falls rapidly in interest during the last two years of the high school 
work. 

The position of drawing in the taWe is consistent. It is sixth, 
sixth, seventh and fifth, in the first, second, third and fourth years 
respectively. This includes all work such as representation and 
design, mechanical drawing, and other courses in drawing. The 
work is well done and apparently holds in popularity throughout the 
high school course. 

As history is not offered as a first year subject, any special mention 
of the subject by the first year pupils is not to be expected. In the 



1 The English requirement has been advanced to four years since the report 
was prepared. 



REPORT OF THE UTICA SCHOOL SYSTEM 



143 



second year it ranks fifth, in the third year sixth, and in the fourth 
year sixth. It does not show the strength with the pupils which 
might be expected of a subject of such dynamic interest. 

The other subjects mentioned by the pupils need be mentioned only 
briefly. Domestic science is apparently of little interest to the girls 
in the school. This may be due to lack of proper equipment for 
carrying on the work. That the work would be more popular if 
suitable provision were made is evident from the statements of the 
high school girls. The tables also show the absence of any technical 
or industrial shopwork. The reaction of the boys regarding this 
matter is outlined later in the chapter. 

As has been said, the table which has been explained briefly is 
based on the statements of the pupils. It is of interest to compare 
the facts shown by the table with the observations of the specialists 
as outlined by departments and with the general conclusions on the 
high school wofk. This is mentioned here merely for the purpose 
of directing attention to the unusual agreement in the conclusions 
which may be drawn from these different sources. 

Special Activities 

The information available as to the special activities in which the 
pupils take part indicates that no adequate provision has been made 
for these interests. The question which was asked relative to this 
matter was as follows : " In what special high school activities do 
you take part (i. e. debating, athletics etc.)?" 

The significant fact is that the student body is not actively inter- 
ested in these features of the high school life. The number of 
pupils who either give no answer or state " none " is as follows : 



Table 18 
Pupils taking no part in special activities 





FIRST 
YEAR 


SECOND 
YEAR 


THIRD 

YEAR 


FOURTH 
YEAR 


TOTAL 


Total number pupils answering 
questionnaire . 


348 


240 


196 


166 


950 




Not answered 


138 
144 


98 
70 


38 
72 


51 

43 


32s 


Answer " none " 


329 






Total 


282 


168 


no 


94 


6S4 




^ 



144 



THE UNIVERSITY OF THE STATE OF NEW YORK 



These replies of the pupils indicate that over two-thirds of the 
student body take no part in the special activities of the school life 
such as debating, athletics or other features of this character. 

The activities which appear more popular than others are athletics, 
glee club, orchestra and debating. The total number of pupils taking 
part in these activities is given in the following table : 

Table 19 
Number taking part in four special activities 





FIRST 
YEAR 


SECOND 
YEAR 


THIRD 
YEAR 


FOURTH 
YEAR 


TOTAL 


Athletics 


20 
II 
10 

7 


16 

8 
9 


20 

5 
21 

15 


22 

4 
12 
16 


78 
28 


Orchestra 


Glee Club 


70 

47 


Debating 




Total ; 


48 


60 


61 


54 


223 





The other special school interests mentioned by the pupils are 
few and scattered. Occasional reference is made to the Lower 
House of Congress, the literary societies, the school paper, the girls' 
club, and other social organizations. 

Notwithstanding the existence of these several organizations, it is 
very clear that the student body is not largely represented in these 
and other activities which are in so many schools an important 
factor in the school life and contribute in large measure to the 
development of a strong school spirit. 

Features of Greatest Help 

Throughout the four years the English work is one of the features 
of the school life of greatest help to the pupils. In the first year, 
oral English is mentioned by 89 pupils, public speaking by 58, and 
English by 34 as the feature of greatest help. This group as a 
whole is mentioned by 181 pupils. 

Of the second year pupils, 18 mention English, 15 mention oral 
English, and 3 the English class paper. Although not so marked 
an expression in favor of English as in the first year yet it is the 
largest among the second year groups. The English work in the 
third and fourth years is regarded by a large group as a feature 
of the school life of greaf help to them. Oral English is specifically 
mentioned by many as of special value, 



REPORT OF THE UTICA SCHOOL SYSTEM 145 

Commercial subjects are regarded as of special value by a group 
of 30 pupils in the first year and 21 pupils in the second year. Only 
3 pupils, hov/ever, in the third year regard the subject as a feature 
of special help. This may be due in part to the fact that many 
pupils in the commercial course leave school by the end of the 
second year. 

The other features of school life which are of greatest help most 
frequently mentioned by pupils are the assemblies and 'assembly 
talks, social life and associations, fellowship, moral training and 
discipline, athletics and physical training and many others which 
may illustrate the diversified and cosmopolitan character of the com- 
munity. From the statements of the pupils it is apparent that several 
features of school work that would be of great help to them individ- 
ually and to the school as an organization are not offered. 

Suggestions as to Other Activities or Other Courses of Study 

The question next to the last, " In your judgment should the school 
offer you any further activities or courses of study? If so, state 
your reasons fully," affords the pupil an opportunity to give free 
expression to any suggestions as to the work of the school. An 
analysis of the answers to this question shows an astounding 
unanimity of thought on the part of the pupils as to additional 
activities which the school should offer, particularly with regard 
to the need of a gymnasium and facilities for work in industrial 
and household arts. 

The following statements regarding the need of a gymnasium and 
better provision for physical training were submitted by pupils and 
are typical : 

This school no doubt above all else should have a gymnasium. The school 
which we have here is a new one and a gymnasium should have been made 
in it. 

The school should have a gymnasium because we are not carrying out 
the state physical training law for schools. Classrooms are not large enough 
and it is awkward to do the exercises in the classrooms. 

I think our school should have a gymnasium. Our physical training can 
not be properly carried on without one. Very few high schools the size of 
Utica are without gymnasiums to help in the physical training of students. 

The school should offer further activities, especially for the girls.^ There 

should be a gymnasium which can be used by various school organizations. 

It is true that we go through some exercises each day but the way 

they are as a rule conducted and the exercises used are not of benefit enough 

to devote one's precious moments. 

I believe that the one thing which the school lacks is a gymnasium. We 
have plenty of room. The school gymnasium is necessary fo^jjj^j"^^!^.!"^ 



146 THE UNIVERSITY OF THE STATE OF NEW YORK 

life of the school. Not only would the athletic teams beuetit but all the 
students would benefit as well. 

I think a gymnasium should be added to the school and attendance made 
compulsor}'. I think it would make the students cleaner, more active and 
more interested. 

The school should ha\ e a large, well-equipped gymnasium and every pupil 
should be obliged to attend g>'mnasium classes. Such work should be given 
a regular class or study hour. 

We should have a gymnasium. Many young fellows are athletic and just 
as many are not. If we had a gymnasiimi all would have the advantages of 
it. Young men would keep cleaner, look better and live a healthier life; 
also the same with the girls. 

The school should have a gymnasium for the physical development of the 
students, also for the betterment of the school spirit. 

The school should have a gymnasium to carry forward the physical train- 
ing and to carry out the state laws concerning it fully. 

These statements are merely typical of those made by the 468 
high school pupils who mentioned the gymnasium work as a needed 
school activity. 

The following statements made by the pupils relative to the need 
of courses in technical, industrial and vocational work are evidence 
of the failure of the school to function in this respect : 

The school should offer more vocational work. Every city of the size of 
Utica has a technical high school. 

The school should offer shop vvork to combine with mechanical drawing in 
order that drawing might be more of a reality to the pupils experimenting 
with its application to modern works. The pupils should have experience in 
shop work. 

Our school offers a very good course in mechanical drawing but I think 
they should also offer shop work. We have room in our school building and 
if machinery were installed it would help technical students very much. 
Besides his school work in drafting he would have ijiore practical experience 
which is essential to a good draftsman. 

When the addition was made to the school we were to have shop work in 
addition to mechanical drawing but this has not been done. I believe that 
more attention should be paid to mechanical arts and work relating to the 
training of the hand. 

The schools should offer technical courses so that the boys could learn 
something about carpentry and other trades for those who can not go to 
college. Shop work should be offered so as to accommodate those boys who 
intend to do manual work. 

Although the school is now well-equipped it would be a great help if a 
course in mechanical and electrical engineering were installed. 

The school should teach certain trades as electrician, carpentry etc. because 
through misfortune in one's family one is forced to stop school, that is, give 
up the idea of going to college, and so if he is taught a trade he is able to 
make use of it and doesn't have tn become an errand boy and work for $4 
a week. 



REPORT OF THE UTICA SCHOOL SYSTEM I47 

A complete course should be offered in mechanical design, foundry and 
forge work. We have some equipment and plenty of room for this but 
nothing is being done along these lines. I took mechanical drawing and 
machine design for 2j/^ years, then that department went " bust " through 
lack o£ an instructor. 

The school should have a foundry where applied design could be studied. 
The school should be finished as was originally intended, that is, it should 
have the foundry and other industrial rooms outfitted and instructors pro- 
cured and these subjects offered. There are several pupils, even graduates, 
who would take this course and this is what the citizens of Utica expected 
when the building was built and so I think the building should be finished 
and finished soon. 

The school should combine more practical work with the present study of 
physics, that is, with the electrical and mechanical part of the study. 

I think this school should have technical courses of study such as the 
study of machines. Such a course would be of immense value to some 
boys who would be unable to go to college. We should have a course in 
automobile repair as this will be the greatest industry in years to come. 

The mechanical drawing student should have shop work because in 
mechanical drawing we have no practical experience with machines and 
consequently have practically no knowledge of machinery. If shop work were 
offered classes could get the practical as well as the theory of mechanics. 
It was once talked of but nothing resulted. 

The school should have a machine shop where boys who are going 
to be machinists can learn the beginning of the trade before they leave 
school. When they study the trade later things will come more easy to them. 

The suggestions as to the technical and industrial work covered a 
large group. Among the courses mentioned were the following : 

Manual training 

Machine shop 

Technical courses for boys 

Course in electrical engineering 

Trade courses 

Agriculture 

Technical course in physics 

Shop work 

Architectural drawing 

Foundry work 

Articulation of mechanical drawing with shop work 

More domestic science work 

Course in motor mechanics 

There is every evidence of sound judgment on the part of the 
student body in these suggestions as to the further courses of study 
or activities which the school should offer. Their thought in the 
matter is confirmed in large part by the specialists who visited the 
school. In these two respects, a gymnasium for physical training 
and equipment for technical and industrial work for both boys and 



148 THE UNIVERSITY OF THE STATE OF NEW YORK 

girls, the high school falls far short of meeting the needs of the 
community. Adequate provision for these important activities prop- 
erly articulated with the work of the higher elementary grades is 
one of the immediate and vital problems of the local school 
authorities. 

Pupils' Aims Beyond High School 
The limitations of the Utica Free Academy curriculum are fur- 
ther emphasized by the answers to the questions regarding the future 
plans of the pupils in the junior and senior classes. This question 
was answered by 361 pupils. The summary of these statements 
which appears below indicates the diversified interests of the pupils 
and the cosmopolitan character of the modern high school. It is 
noticeable that of the 361 pupils, 167 report their intention of taking 
up one of the two lines of work for which the high school makes 
definite preparation, further study in college or work in a business 
office. A few others may be considered as receiving specific prep- 
aration for their future activities. It is not too much to say, how- 
ever, that many of the juniors and seniors are receiving no definite 
preparation for intended future work : 

Office work 85 Library course 3 

College 82 Military service 3 

Undecided 62 Physical training course 3 

Technical course 21 Dentistry 2 

Normal course 16 Drafting 2 

Nursing, course in 11 Secretarial course 2 

Art course 10 Forestry 2 

Business 9 Course in finance i 

Music 8 Architectural course i 

Work 7 Journalism i 

Law 5 Shopwork i 

Agriculture 5 Some profession i 

Medicine 4 Home i 

Domestic science 4 Not answered 12 

As has been said, the preceding figures clearly show that the work 
ofifered in the high school meets only in part the needs of the pupils. 
Moreover, the introduction of technical, industrial and homemaking 
courses would result in an increased attendance and an increased 
service to the community. They should be given more definite and 
specific help through diversified courses of study which would not 
only aid them in determining the life work for which they are best 
fitted but would also help them to make the preparation necessary 
for that work. This is due to the individual pupils and also to the 



REPORT OF THE UTICA SCHOOL SYSTEM I49 

community which must demand from every high school the largest 
possible service. 

The following quotation is from the report of the Commission 
on the Reorganization of Secondary Education of the National 
Education Association : 

No curriculum in the secondary school can be regarded as satisfactory 
unless it gives due attention to each of the objectives of education outlined 
herein. 

Health, as an objective, makes imperative an adequate time assignment for 
physical training and requires science courses properly focused upon personal 
and community hygiene, the principles of sanitation and their applications. 
Command of fundamental processes necessitates thorough courses in the 
English language as a means of taking in and giving forth ideas. Worthy 
home-membership calls for the redirection of much of the work in literature, 
art and the social studies. For girls it necessitates adequate courses in 
household arts. Citizenship demands that the social studies be given a 
prominent place. Vocation as an objective requires that many pupils devote 
much of their time to specific preparation for a definite trade or occupation, 
and that some pursue studies that serve as a basis for advanced v^rork in 
higher institutions. The v^^orthy use of leisure calls for courses in literature, 
art, music and science so taught as to develop appreciation. It necessitates 
also a margin of free electives to be chosen on the basis of personal 
avocational interests. 

Due recognition of these objectives will provide the elements of distribu- 
tion and concentration which are recognized as essential for a well-balanced 
and eflfective education. 

The Utica Free Academy should meet much more fully than it 
does the objectives named in the foregoing passage. 

Surnmar}'^ 

The high school building is a large modern plant except that there 
is no provision for gymnasium work, or adequate equipment for 
technical and shop work for the boys or for homemaking courses 
for the girls. The auditorium is rather small for school as well as 
community purposes. 

There is need of a more definite plan of high school organization. 
The atmosphere of the school indicates a lack of positive and defi- 
nite control. 

A system of group advisory teachers should be organized to act 
in this capacity with the individual pupils. Although the principal 
welcomes pupils and parents in conference, the problem is too large 
for one person and must in part at least be delegated. 

Several typical courses of study should be outlined and made 
available for pupils and parents in considering the high school work 
best adapted to their individual needs. 



150 THE UNIVERSITY OF THE STATE OF NEW YORK 

Health education, notwithstanding its vital importance, has no 
adequate recognition in the high school program. Physical training 
consists only in the setting-up drills given at the beginning of cer- 
tain recitation periods by the classroom teachers. 

The instruction in the high school is very uneven. In some 
departments the work is strong and in others weak. There are 
department heads for certain subjects and not for others. There 
should be a department head for every group. 

The comprehensive or cosmopolitan high school is the typical 
American secondary school. The city needs the early organization 
of a group of intermediate schools, and a cosmopolitan high school 
in which all courses, academic, commercial, technical and industrial, 
will be coordinated. A thriving industrial community should 
find its needs reflected in some measure in the high school program. 

The program of work in the Utica Free Academy has been devel- 
oped along the line of the college preparatory course with the addi- 
tion more recently of a well-organized commercial course. The 
large group of pupils, however, who should have a broad general 
course or who will be directly or indirectly concerned with technical 
or industrial activities find too little in the school program related 
to their needs. 

The work of the high school should articulate more closely with 
that of the higher elementary grades. As has already been stated, 
the situation in the high school will not be solved until the whole 
program of work for the seventh, eighth and ninth (first year high 
school) years has been given careful and detailed study for the 
purpose of reorganizing the work in terms of community and 
individual needs. The new program for the intermediate schools, 
emphasizing certain community activities, will be the large factor 
in determining the diversified courses to be offered in the high 
school. 



9 

ACHIEVEMENT IN FUNDAMENTAL SUBJECTS AS 
MEASURED BY STANDARD TESTS 

For the purpose of measuring the efficiency of the instruction in 
terms of definite quantitative standards and in order to make the 
results achieved compara:ble with resuhs obtained in the schools of 
other cities, standardized tests were given in the subjects of arith- 
metic, composition, silent reading, spelling and writing, to pupils in 
the grades in eighteen grammar schools of the city. 

The tests or scales used were as follows : 

Courtis Standard Tests in the four 
fundamental operations o£ arith- 
metic Grades 4 to 8, "A" and " B " classes 

Hillegas Composition Scale (Nassau 

County Supplement) Grades 4 to 8, "A" classes 

Kansas Silent Reading Test (Kelly) . Grades 3 to 8, " B " classes 

Measuring Scale for Ability in spel- 
ling (Ayres) Grades 3 to 8, "A" and " B " classes 

Ayres Handwriting Scale (Gettysburg 

edition) Grades 4 to 8, "A" and " B " classes 

These tests differ from the usual examinations in two important 
respects : (a) They are like measuring rods. No pupil is expected 
to complete the work ; each pupil can show his ability by completing 
as much as possible within a given time limit, (b) They are 
intended to measure the attainment of grades or schools as wholes 
rather than of individual pupils. 

The results of the tests are ordinarily stated in terms of median 
scores. A median score of a grade is that one above which and 
below which there is an equal number of scores. It is not an ideal 
achievement but represents rather a halfway point between poor 
and good w^ork. For a school, therefore, to lay claim to highly 
satisfactory achievement, its median score must lie well above what 
is termed the standard median. 

The results of these tests, studied in connection with the time 
allotments, methods of teaching and local coiiditions, are valuable 
factors in determining the general efficiency of the instruction. They 
make possible: 

a Comparison of work done throughout the system with that done 
in other school systems. 

b Comparison of work done in different grades and different sec- 
tions of grades in the same school system. 

[151] 



152 THE UNIVERSITY OF THE STATE OF NEW YORK 

c Concentration of teaching effort upon the weaknesses in the 
instruction thus pointed out. 

d The saving of time and energy 1d\' discontinuing efforts in lines 
of work in which reasonably satisfactory results have already been 
secured. 

Arithmetic 

The Courtis arithmetic, tests are designed to ascertain the speed 
and accuracy of pupils in the four fundamental operations, addition, 
subtraction, multiplication and division. The tests consist of a series 
of twenty-four problems in each of the operations indicated. These 
problems are very carefully prepared so as to be of equal difficulty, 
and the number in each test is considerably greater than a child can 
ordinarily solve in the given time. In this way uniform measure- 
ment of ability is secured. 

The scores attained in the Courtis tests in arithmetic have been 
tabulated and set forth in various tables and graphs. 

Table 20 is a summary exhibit of the data showing the distribu- 
tion of pupils by grades with respect to attempts or speed in com- 
putation as shown by the tests in the four fundamental operations. 
For the purpose of comparison, the Courtis standard medians are 
shown in connection vv^ith the medians attained. 

It will be observed in table 20 that the fourth grades as a whole 
exceeded the standard of attempts in subtraction and in multiplica- 
tion and exactly attained the standard in division; that the seventh 
grades exactly attained the standard of attempts in subtraction and 
that in all other respects the grades failed to attain the median 
standard speed in computation. 

It will also be noted that the fourth grades have the lowest per- 
centage of pupils belov/ standard in each of .the four fundamental 
operations ; that they also have the highest percentage above grade 
standard in addition and that with the- exception of the seventh 
grade, they have the highest percentage above standard in sub- 
traction, multiplication and division. These facts seem to indicate 
that pupils leave the fourth grade with relatively greater skill in 
the fundamental operations than they possess when they leave the 
succeeding grades. 

Table 21 is a summary exhibit of attainments showing the dis- 
tribution of pupils by grades with respect to the number of examples 
correctly worked and giving the actual per cent of accuracy attained 
by each grade as a whole. For the purpose of comparison, the 
average percentage of accuracy as attained in the use of the Courtis 
tests generally is also shown for each grade. 



REPORT OF THE UTICA SCHOOL SYSTEM 



153 



spJnoQ 



SUBTpap^ 



r-00 00 1000 M 
li^O r~- Oi Oi t^ \ 



l>- O >-" N ro 



O t^ N O 00 
00 00 O c^ N 



vO O t^ O^ O 



■^vOOO O M 



o Hoo CO 10 



M 00 00 r-00 



O\00 ^O O ^ 1 



IH (^ • M -^ ] 

. -rj- 1> t-^o I 

1000 ro O (^ I 

CO c^oO M M I 

w *-< C^ I 
rooo ^O ro 

M M (N Cl l-l . 

TtOO O N O 



M • rJ-sO u^ r O 

w <N fO O "^ I O 

M ro VI t^ O I vO 

M I (N 

fO POO ^O I ro 1 

ro f^ 10 O O 10 

H N M I/^ 

01 M (M 0* I O I 

ro t>0 1-" , - , 

rO "^ fO ^ f*^ I Oi I 

ro M O t^ ^ 
lOO -^"^ < 

00 N w 0\ C^ 
lOCOO «0 H 



■ fO 

H O -^ I l/^ 

M O Tt I I/) 

1-1 I (N 

M M M ^ 

10 lOvO <N O i CO 

1-1 n ro 00 

10 10 vo t-* "^ I O 



O ro "^ ^ O I 00 



0\ Tj-r^O) 10 



O ^H 00 -^i/) : 



O 0\ »J^ w 
00 Oi fO Oi 



0\ 10 IflOO CO 



10 ro rO t-i fO I 10 



Tj-O t- -^ M 



\0 loO t-t O 

MM i ^ 

ro O t^O • I O 



g& 



00 -^00 vO t^ 



fO <S Oi O fO 



fO CS Ov O CO 



00 -+00 vO t^ 



Tt-IO'O t~00 



^lOVO t^oo 



^WVO t~-00 



Ttwvo r»oo 



154 



THE UNIVERSITY OF THE STATE OF NEW YORK 



pJBpnB;s 
si;Jno3 



JO %U33 ia^ 



§2 



\0 f^ t^ r^ t^ 



O -^ 0\0 t^ I ro I 



« I M 



M CO I VO I 

• roro N I 00 I 
rO" fO -I i> I 
r<3l-i0O H I r<5 I 

I "I 
\noo Oi N-o I o I 

fOO 00 rJ-O I 1/1 I 
w H N M vo 



O, 



>0^0 t^ ■^00 
M N N M 



c^ lOfO ro c^ 



t>-00'O rfro O 

MM I po I 

M TtTl-O »0 I ^ 1 

M M sO ro M ro 

MM t ro I 



t^ 0\ OwO C^ I ro 



00 "^QC O t> 



'^lO^O l>00 



00 00 00 00 00 



00 fOOO rOO I \0 

t^ 0\ M O t^ M 
vOO i> r- t^ I t^ 



M • ro • PO I r- 

. M <V; N N t CO 

M M M 1> M j Cq 

PH M roo M I CJ 

fO t^ "^ (N t^ I ro 

M Tt Tj- O\00 I vO 

loior^ M o I 00 

M M I ro 

lo WooO 0) I ro 

r* ■'^vo lo 0\ 1 M 

(-C M M N 00 

M oi r^ Ov ro I ci 

cs "^1 <N c^ M M 

ro O lO rf lO [ t^ 



03 ^ O 00 N 
C^OO '^ro M 



rfN ro roio I t^ 

>0 O 0» M \0 

I tH 

t-.vO TfM 01 I O 

t:}- ro M M C4 

(N r^o t^ M I fo 



ro <N O O ro 
00 -^00 \C t^ 



•O r>- r^oo CO 



MO loooo I a 

C^ rj- 1~~ Oi ro O 

vO O vO O C^ I vO 



to '^ I On I 



ro lO I> M 00 



ro O ro 0\ 0» I "^ I 



lO t^ lO M N 



ro O (NvO vO I t^ 
(^ N c^ ro M vO 



ro N 0\ O ro 



lo r*oo 0\ O 



0» 0\ 0\ lO M I t^ 

M t^ r^ O 00 N 
»osC r^oo 00 I t^ 



• M rooo I "N 

" r 

M ■^O -+00 I ro 

<S t^ roco vO I O 

1/1 Ooo OO 00 I <0 



o lo -^ro I-' I ^ 

iH N "^ ro n '0 



\0 ro 1/1 lo C\ I 00 



OOO M 0\ 



hmo fO M I ro 



^irjvO r~oo 



t too t^OO 



Tt-ioo t^oo 



REPORT OF THE UTICA SCHOOL SYSTEM 1 55 

Table 21 shows that in no instance did a grade as a whole attain 
as high a percentage of accuracy as the actual average of other 
systems represented by the Courtis standard. For the most part 
the per cents are 8 to 12 points below the standard. This serious 
lack of accuracy in the fundamental operations in arithmetic is 
particularly emphasized by the results recorded in the zero column. 
When one pupil out of every six is unable to work correctly a single 
example in addition, a condition is revealed that calls for the most 
careful attention of principals and supervising officials. It appears, 
therefore, that not only do the pupils of Utica fail to attain the 
standard median of speed in computation but they conspicuously 
fail also to reach an average attainment in accuracy. 

The more detailed tables from which tables 21 and 22 were 
derived are not published as a part of this report because of their 
volume. These tables, which show the detailed results in each of 
the four operations in arithmetic for each grade in each of the 
elementary schools of the city, are available in the office of the 
superintendent of schools. 

For the purpose of visualizing these results in arithmetic, the 
achievement of the pupils in these tests are graphically represented 
in charts 14 and 15. 

These charts visualize the results which have already been set 
forth in the preceding tables and paragraphs. It is observed that 
while the medians of attempts show in some cases an average stand- 
ard, there is a marked inaccuracy in the fundamental operations in 
all grades. 

The wide range in attempts in the four operations as shown in 
table 20 indicates a very serious condition with regard to the grading 
of pupils in the various schools. This situation is indicated clearly 
in the tabulation shown in table 20. It is more strikingly illustrated 
in the detailed scores for the separate schools. This condition may 
be due in part to the native abilities of the pupils but it seems prob- 
able that other causes must be largely responsible. The wide varia- 
tion between the high and the low scores in the several schools 
presents a very serious problem for those responsible for the details 
of the supervision of the schools. There will always be more or less 
variation among pupils in the same class and among classes of the 
same grade, but this does not explain why the pupils in the sixth 
grade in one school have reached only the third grade attainment 
in addition or why the seventh grade pupils in another school have 
failed to reach the fifth grade attainment in multiplication. 



156 THE UNIVERSITY OF TTIE STATE OF NEW YORK 



UTICA 

ADDITION ADDITION 

Attem^t^'^'^ of Attempts PtrcenUgc of Accuracy 

U W ^V VI VII VI II 55* % V VI Vli VII I 



11 








• 


.80 
75 
70 
65 
60 
55 
50 










10 






/ 












9 




) 


/ 






,*'" 


,.''' 


/ 


8 




1 
1 

1 


/ 








^ 


/ 


r 




/ 


f 






/ 






6 


// 


r 






/ 








b 


^ 








/ 


















Courtis 


Stan 
— Ut 


dard 







SUBTRACTION 5UBTRACTIOH 

Medi5n of Attempts Percentage of Accura^cy 

Attempts fer Cent 

H 'V V Vl V" V| " 100 I V V VI VII V III 



13 
\Z 
11 
10 
9 
8 
7 
6 
5 



I / 

^—h 

L : 



95 
90 
85 
80 
75 
70 
65 
60 
55 




Chart 14 ' 

Showing the achievement of each grade in addition and subtraction 



REPORT OF THE UTICA SCHOOL SYSTEM 



157 



urioA 

MULTIPLICt^TIOM MULTIPLICTATfOrS 

, Median of Attempts „ ^Percentap'e of Accuracy 
Attempts ^ Percent * -^ 



II 

10 

9 

8 

7 

6 

5 











90 
bb 
80 
75 
70 
65 
60 
















''''/ 














J 


/ 












.''' 


A 






>' 


-''' 




/ 


/ 


/ 




/ 






/ 


r^ 


/^ ■ 








/ 
























.Courtis Standard 
—_-_—. utica 



oivisioh Division 

Median of Attempts Perceniaje of Accuracy 



Attempts, ^. .. 
12 iVVV 



II 

10 

9 

8 

7 

6 

5 

4 

3 



/ / 
/ / 

/ / 
/ / 

/ / 
/ / 
/ / 

/ / 






90 
85 
80 
75 
70 
65 
60 
55 
50 



' — ___ - 

I 5^- 

I I 

1 J. 

I / 
I I 

I. I 

—L — J. 

1 — y 



Chart 15 
Showing the achievement of each grade in multiplication and division 



158 



THE UNIVERSITY OF THE STATE OF NEW YORK 



In table 22 limiting medians are tabulated from table 20 and the 
wide variation between the highest and the lowest median of 
attempts is shown for each grade. 

Table 22 
Limiting medians in fundamental operations 





GRADE 4 


GRADE S 


GRADE 6 


GRADE 7 


GRADE 8 








& 
^ 


0) 

C 

0) 

S 







s 
s 


-a 


& 
^ 


C 

a 

Q 


.S? 





P 


s 






p 


e2 


Addition 

Subtraction. . . 
Multiplication. 
Division 


7.7 

10.4 

7.8 

4.8 


4.5 
S.4 
4.8 
2.7 


3-2 

5.0 
3.0 
2.1 


8.8 

10.8 

8.8 

7.8 


S.2 

6.S 
5.8 
3-9 


3.6 

4-3 
3.0 
3.9 


II. 

13-7 
10.7 
9.7 


4.8 
6.8 
4.8 
5.3 


6.2 
6.9 
5-9 

4.4 


13.2 
14.6 
II. 6 
II. 


8.3 
9.0 

7.8 
7.8 


4.9 
S.6 
3.8 
3-2 


13.5 
16.7 

II. 8 
II. 2 


8.S 
10.4 
9.5 
9.0 


5-0 
6.3 
2.3 
2. 2 


23.9 
28.1 
18.0 

IS. 8 


Total 






13-3 






14.8 






23.4 






17-5 




.... 


15.8 





It will be observed that the variation is greatest in addition and 
subtraction and that its maximum is reached in the sixth grades. 
This table reveals differences which are too great to be overlooked. 
It suggests a situation which demands careful and painstaking read- 
justment. 

In this connection, it is of interest to note the graphic represen- 
tation of the distribution of attempts in the four fundamental 
operations as shown in charts 18 and 19. It may be observed that 
the curve of distribution is quite normal in the fourth and fifth 
grades and to a certain degree in the sixth grade. In the seventh 
grade, the efforts are widely scattered, and- the eighth grade shows 
no curve whatever. This is of special interest in view of the 
urgent need of reorganization of the whole program of work for 
these grades. 

The medians of attempts and the percentages of accuracy of the 
work in arithmetic have been given in the preceding tables and 
charts. It is of special interest, however, to present the accompany- 
ing graphs which comprise both of the factors — speed and accu- 
racy. These graphs illustrate what the pupils are accomplishing in 
terms of both factors as compared with the Courtis standard. 

It is observed that in these charts the median number of attempts 
or the speed is shown in the horizontal column while the percentage 
of accuracy is represented in the vertical column. The achieve- 
ment of each grade is indicated by the small circles. Near each is 



REPORT OF THE UTICA SCHOOL SYSTEM 



159 



/^DDITIOM 



90 




"^ 






































?3 ,,, 










































< 80 




























6 




.K- 


-J 
























^ 


>-~ 


_,^ 


--- 


--( 


i- 






















4 




,- 


^■^ 


(7i 






-<: 




8 














< 60 

u. 












Jt 

• 


> 


f 




6 






























/ 




/ 





































f 




fi/ 






























j». 50 






/ 
/ 




i 


^A 






























z: 




4 


) 




1 
































40 




/ 
/ 






f 
































/ 


f 




i 


































Ol 30 


/ 






/ 


































»A 


/ 







































s 6 7 8 9 10 11. ]^ 

-t- NUMBER or ATTEMPT5-5^ 



SUBTRACTIOM 



100 






































"^" 












































1 


> 90 




















5 








.4 


>— 


4 


>-- 


.-< 


)8 














^x 


<' 


^ 


— " 


— t 


)-- 












































t 


- 




^ 


^ 


■^ 






ri 










/ 










n 




— 






T- 


-W 






8 ''' 








/ 








( 


A- 


3 






















< 








/ 






























— 




Jj 60 






/ 






























' 


•- w<, 




-3 


(L 




































2: 50 




-/ 






































Lu 






/ 
J- 


















1 — 




















Of 40 




/ 


























f- 












a: 








































— 


30 


1 

1 

—4. 




































■ 












































zo 




5 




6 7 8 9 If 

Courtis 5ta 

I 


) 

ncf< 


L 


l 


li 


} 


M 


J 





Chart 16 

Showing medians of attempts and percentage of accuracy in addition 

and subtraction 



i6o 



THE UNIVERSITY' OF THE STATE OF NEW YORK 



MULTIPLICATION 



U 

o 

< 

u. 


r 

lu 
(J 

UJ 

a 



y 

< 

< 


I- 
z: 

LU 



00 




















































































90 


































































& 




T 




-1. 








80 




















?^ 


r"" 


^-^ 


y- 


■•^ 7- 




























^ 


.'' 






— 


^ 




^ 


V 










10 












^ 


r'' 


A 


^ 


r 


"* 




























^' 


^ 


-1 


























60 








/ 






« 


































, 


' 


































b(^ 






' 














































































41^ 












































_ 









































4-5 6 7 8 9 10 U 12. 

-^NUMBEf^ or ATTEMPTsS-*- 



Division 



100 


































































& 








t 




=1 


L_ 




90 
























,s 


r- 


*•"• 


^" 


•-< 


? 


\ 


























-' 








i 


fcT 


^ 




■V- 






SO 
















> 


r; 


f 




^* 






^( 


























^-^ 


> 


























'10 














< 








































/ 






























60 








^ 


^ 






• 


































< 


!<* 






























DO 




















































































AC 




















































































JO 












































, 









































34. 56789 lOll 

Courtis Stan^rcl 

-— Oticzi. 

Chart ly 

Showing medians of attempts and percentage of accuracy in multiplication 

and division i 




The Lansing Street School 
Built in 1858. A sad commentary on the educational program of the 
city. In no way fitted for school purposes. 




The Albany Street School 
Erected in 1896. A four-room addition was built in 1909. 



REPORT OF THE UTICA SCHOOL SYSTEM l6l 

placed the number of the grade. The importance of more intensive 
drill in the fundamental operations of arithmetic and the need of 
giving greater attention to accuracy is emphasized by these graphs 
as well as those which have been previously given. 

The median of efficiency, the term used to denote the product of 
median attempts multiplied by the percentage of accuracy, gives a 
basis of comparing the actual achievement of the different grades. 
Since the median of efficiency comprises both speed and accuracy, 
it is a more comprehensive and a more suggestive measure of 
achievement than is either the median of attempts or the median 
of accuracy. It indicates more definitely what a pupil or a class 
is able to do in the fundamental operations. The medians of 
efficiency attained by each grade in each of the schools is shown 
in table 23. It will be observed that although several individual 
grades achieved the general median of efficiency in the different 
operations, not a single grade in the city as a whole attained this 
standard. 

The results of these tests indicate that several of the classes and 
a few of the schools are doing reasonably satisfactory work in the 
four fundamental operations in arithmetic. There are, however, 
many classes in some schools where the results are not satisfactory. 
The failure to attain a reasonable standard of attempts and a 
greater failure in the matter of accuracy throughout the grades as 
a whole, together with the variations of attainment of grades in the 
different schools, call for needed readjustment. 

The wide difference in the abilities of pupils in the same grades, 
even in the same class, as shown by the results of these tests and the 
large number of pupils who failed to give a single correct answer, 
indicate a lack of proper grading and a serious problem of instruc- 
tion. When classes of the same grade in certain schools are able 
to achieve two and even three times what classes of this grade in 
other schools attain, there is suggested a possible lack of coordina- 
tion in the work of teaching which presents a serious problem of 
supervision. 

The causes for the failure of so many classes and of all the grades 
taken as wholes to attain median standard results need to be sought 
for and special effort should be made to provide the proper remedy. 

In this connection, it may be added that it has been well demon- 
strated that by thorough concentration of effort upon instruction 
and drill, marked improvement in the work of the fundamental 
operations may be made in a single year. 



1 62 



THE UNIVERSITY OF THE STATE OF NEW YORK 



o 
o 



m 


<u 


« 


^ 


H 


^ 


tJ 


ffi 


n 




< 


fl 


H 


ID 



O Os O* t^ OiOO 0( 






4> 

be 



g 



• MOO lO tM Ol M N 

• O t^'O 00 00 t~ t^ I 



•00 M t^l^^looOOO f^OtOiiot^*^0 
■fOOQO(N«fOioOi Tf 00 ^^ cs vO ro fo 

' »0 to ro '^ 1^ ro t/50 ^ 1/5 Tj-o lO lo to 



C1MMr>5rtNr»3'5)-Nt»:>ONroi 



t^ lo • o 

1 PI 00 



O r«3«^ "*M f<50 
MHNH(iMHroMMrOH(4i 



• >o t^ n M N oi lo 

• M 00 00 M O M t^ 

• t^ t^ c^oo 00 r* t^ 



lO t^vO t-»00 1/50 



• • • ^"it -tl-Tl-o ro>o>0 ■*!/) Tl-i/1 ^irt lo 

OvsOOOsOOOOlOiott U5VO O M O • vO 
00 -^M -^fOtOO CSOOW C^rOt^ lOO O ■ "^ 

f«5 n •* lo lo ro ■^O ro -^ lo r<5 ^ CO ■* fO -^ 



00 M vo O Oi t^ l« t^vO Oi O rj- O O ro • • O 

r~ ^ o o lo '^ lo OiO lo Ti" oi '^ '^o • -00 

t fO Tf f«3 PO ro M '^^ Tj- tJ- lo « t«5 ^ ^ • -n 



' Oico O Oi H o o 



• 00 Oi ^ (X PO ro-O 
•O 00 ro (M O 0\ M 



■o Oi 0\ Oi M r^ Ov 



• O t^oo N 00 t~ TtvO Tj- O 00 Tj- O O rO 

• lo r<5 N r- t~-oo fo Oi <N Tl-oo M M p) ^j- 

• Oi lr)\0 1/5 Oi ^O OiO t^O 00 O vO t^ 



<0 lO r<3 t^O "t Tt t~ loo Oi ■<i-'0 POO O ■ O 
fO fOoO M O t^vjt^M Ttt^ -^OO O -^ - ■ ro 



looyro-^w r-iooooo fo^oo N O\oo 

VO Tf 'Ct' »0 Tj- Tj- C4 t^vO U5 t^ ^ »0 loo 



' lOOOO ro O 00 t^ 
■ M O PI CO O Oi O 



•O t^O »0 w o t^ 



' »0\0 lO t^ Ot U50 



' lOOOO I 

' to '^J- rO ^O ^ roO -^ lO fOO t^ "^ I 



00 O U50 t-i -^ t^co M r^co 0\ (S »o w --^ . M 
MOO Oy'^roioioioO rOfO-^ r^vO u5 t^ • m 

rOfOrOPOiororoiO*^ tj-o fo co m ^ ir> 



rOfOlOMTj-M\OMO»^ 



NrOfOMfOMM';f^ro^'HM' 






M 



g tS 3 o o 0:9 2j5-^n o n S « 3 o -H 



■2.E 



REPORT OF THE UTICA SCHOOL SYSTEM 



163 




I 2 J f ^ i, 7 t' 7 e I ^ s » If /i a /r 



o I z 3 i s G 7 1 1 /o II 12 IS 11 a li mt moai 2221 zt 



Chart 18 
Showing the distribution of attempts in Courtis tests in addition and 

subtraction 



164 THE UNIVERSITY OF THE STATE OF NEW YORK 



MULTiPUCATION 



DIVISION 




0/Z31S67if/!l II £tJ /t IS It n If 112021 S3^ 0IZ31l(>7i7CII SB 



Chart 19 
Showing the distribution of attempts in Courtis tests in multiplication 

and division 



REPORT OF THE UTICA SCHOOL SYSTEM 165 

'•» 

Composition 
The test in composition consisted of the writing of 20-minute 
compositions on the subject " How I Would Spend Ten Dollars -so 
as to Give Five People the most Enjoyment." Pupils were allowed 
to use either pen or pencil. No suggestions were given as to con- 
tent of themes or arrangement of material. Pupils were asked 
merely to write " as interesting a story as you can " on the subject 
stated. No limit except that of time was placed upon the length of 
themes. The great majority of them, however, were about a page 
in length. 

The themes were rated in the following manner: About one-half 
of the themes selected at random from those submitted from each 
grade were read by a committee of some seventy-five teachers. 
Themes were selected, in this manner for reading in order to elim- 
inate unnecessary labor and because the application of the law of 
averages gave assurance that the findings for the system as a whole 
would be the same as though they were based upon the reading of 
all themes written. 

Themes were not marked with the name of the pupil, the school 
or the grade. These marks appeared only on the envelops containing 
the themes. When taken from the envelops the themes were given 
a code mark. Thus the markers had no way of knowing from what 
school or room the themes came. 

In the reading of the themes the Nassau County Supplement of 
the Hillegas Composition Scale was used. This scale consists of 
eight themes so selected as to represent gradations in excellence or 
quality of composition. When this scale is used the themes to be 
rated are moved along from one type theme to another until the 
fheme on the scale is found which most closely resembles in quality 
the theme which is being rated. The grade or mark is assigned 
accordingly. In the actual grading of the themes, the markers were 
seated m four rows side by side. Each theme was first graded by 
a teacher in the first row who then folded the paper in such a way as 
to conceal her mark. In this way each theme was rated three times 
without any of the markers knowing the rating assigned by her 
associates. The teacher in the fourth row averaged the grades 
assigned by the three markers, and wrote this at the top as the final 
rating of the theme. The total number of papers thus rated rep- 



1 66 



THE UNIVERSITY OF THE STATE OF NEW YORK 



resented the attainments of. 49^ per cent of all the pupils in the 
upper five grades in the elementary schools of the city. 
The median results are tabulated in table 24 as follows : 

Table 24 
Medians attained in composition 



Francis 

South , 

No. 18 

No. 19 

No. 21 

Albany Street 

Brandegee 

Mandeville 

Mary Street 

Miller 

Potter 

No. 20 

James Kemble 

Keman 

Wetmore 

Union Street 

Academy 

Grade medians 

Tentative standard medians 



Grade 4 



Grade 5 



Grade 5 



Grade 7 



4.6 



Grade 8 



4.8 
5-3 
4.0 
6.1 



S-2 

5-5 



These results reveal the following facts with regard to attain- 
ments in the composition tests : 

All the grades as wholes and fifty-two of the fifty-seven classes 
failed to attain the general medians of achievement. In other words, 
all the fourth and fifth grade classes, all but one of the sixth grades 
and all but two classes in each of the seventh and eighth grades 
failed to achieve the results regarded as tentative standards. It will 
be noted also that six of the fifteen sixth grades failed to attain as 
high a score as the fifth grade in the same school respectively. 

In view of these facts, the five classes that reached or exceeded 
the standard medians deserve special mention ; they are the sixth 
grade in Kernan, the seventh grades in School 20 and James Kemble 
and the eighth grades in School 20 and Academy. It should be 
noted also that the fifth grade in South Street, the sixth and eighth 
grades in Wetmore and the sixth and seventh grades in Union and 
Academy schools closely approached the standard scores. 

While the limits of high and low medians attained in each of the 
grades indicate a wide variation in ability of classes in the same 
grade, it will be observed that this wide variation is limited to com- 
paratively few classes. Although most of the classes fell below 



REPORT OF THE UTICA SCHOOL SYSTEM 



167 



Standard, the majority do not show an unreasonably wide distribu- 
tion of abilities from grade to grade. The striking exceptions to 
this will be noted in the sixth grade in Kernan, the seventh grades in 
School 20 and Kemble and the eighth grade in Academy. 

The situation in Kernan, as shown by the results, is so unusual 
as to call for special mention. Although this school ranks lowest 
in the list of schools in the fourth, fifth and seventh grades, it is 
first in the sixth grade, which exceeded the grade standard by a 
wide margin and attained next to the highest score of any class in 
the city. This naturally raises the question why pupils of this grade 
in this school show such marked ability in expression and pupils 
in the other grades mentioned show such a decided lack in such 
ability. It again emphasizes the uneven character of the grade work 
which appears so often in the other tests. In this connection, how- 
ever, it should be stated that the Kernan School had been organized 
as a single school unit in a new building only a few months before 
the survey was made. Previous to this time the pupils of this 
school were scattered about in several separate buildings. 

Table 25 offers a comparison of the median scores attained in the 

Utica schools with those attained in eleven other school systems. 

This comparison again emphasizes the comparatively lov^^ standard 

achieved in Utica. 

Table 25 

Comparison of Utica median scores in English composition with median! 
scores attained in other school systems 



SCHOOL SYSTEM 



Utica 

Binghamton 

Nassau county 

Lead, S. D 

Newark, N. J. (one school only) 

Ethical Culture School, New York City. 

Chatham, N.J 

Sah Lake City, Utah 

Butte, Mont 

South River, N. J 

Mobile county, Ala 

Mobile, A'ia 



Tentative standard medians. 



MEDIAN SCORE ATTAINED IN GRADE 



2.41 
2.70 
2.76 

3. 57 
2.39 



2.95 
3-58 
2.34 
2.31 
3.20 
3-31 

3-5 



3.13 

3-28 
3-42 
4. II 
2.51 
4.01 
2.8s 
3.84 
2.80 
2.55 
3-91 
3. 85 



3-73 
4.41 
3.82 
4.64 
3.56 
4-72 
4. 10 

4.61 
3-41 
3.78 
4-34 
4.60 



4-5 



5-23 
5-62 
4-S6 
5.77 
5. 27 
5-74 
S.29 
6.37 
4. II 
5-62 



5-5 



From the preceding table it will be observed that Utica ranks 
comparatively low in the list of school system.s. In the list of eleven 
fourth grades Utica ranks eighth. In the fifth, sixth and seventh 



l68 THE UNIVERSITY OF THE STATE OF NEW YORK 

grades, Utica ranks eighth, tenth and seventh respectively in the 
groups of twelve cities; and it ranks eighth in the list of ten eighth 
grades. 

In general, it may be said that the facts revealed by the results in 
the English composition tests show that with the exception of a few 
of the sixth grades, pupils are reasonably well grouped with regard 
to ability and that fair progress is made from grade to grade or, in 
other words, the majority of the pupils in each grade have made a 
higher score than has any large per cent of the pupils in the grade 
below it. 

The facts further show, however, that very few classes received 
a high rating and that the standard of achievement in general is 
low. This is a situation that demands the concerted action of super- 
visors, principals and teachers in a special effort to discover the 
underlying causes and to apply such remedy as will distinctly 
improve the work in English composition. 

Spelling 

In the tests in spelling the Ayers Measuring Scale for Ability in 
Spelling was used. This scale is made up of looo words selected 
with the purpose of identifying the lOOO words most commonly used 
in every-day writing. The preparation of the list of words was 
based upon a study of material aggregating 368,000 words and 
embracing 1,400,000 spellings by 70,000 children in 84 cities through- 
out the country. The words are arranged in twenty-six separate 
lists, each list being made up of words that are of approximately 
equal spelling difficulty. 

For the Utica tests, twenty words were selected for each grade 
examined. These were taken from the " respective lists requiring 
79 per cent as the standard attainment for the fourth, fifth, sixth 
and seventh grades, and 84 per cent for the eighth grade. As these 
tests were given immediately after the January promotions, it is 
only fair to compare the results with the midway standards : 69 per 
cent in the fourth, fifth and sixth grades ; 72 per cent in the seventh 
grade ; and 78 per cent in the eighth grade. The tests were given 
in both the "A" and " B " classes in the five upper grades. Each 
list of words was pronounced to the pupils by their regular teacher 
in the same manner as in the usual classroom procedure. In the 
upper grades the children exchanged papers and corrected them as 
the teacher spelled the words. In the lower grades, the papers were 
all corrected by the teachers or by upper grade, pupils. 



REPORT OF THE UTICA SCHOOL SYSTEM 



169 



The following table compares the results obtained in Utica with 
those secured in certain other cities. Allowance must be made for 
the differences in standards indicated below : 

Table 26 
Spelling test — Utica compared with other cities 





PER 


CENT ATTAINED IN 


EACH GRADE 




4 


5 


6 


7 


8 


Utica 1 


70.2 
' 70.0 
78.7 
75-9 
78.8 
82.0 


70. S 

72.0 
84. S 
84.7 
87.6 
80.1 


71.8 
68.0 
75-0 
80.2 
86.8 
80.6 


80.1 
73-0 
76.0 
79-7 
87.1 
81.8 


88.9 


Springfield 111 i. 


75. 


Butte Mont ^ 


89.4 


Oakland Cal 2 


76.3 


Salt Lake City Utah 2 


82.2 


Binghamton N Y' 


91.4 







1 The Ayres standard for the words used in the Utica and Springfield tests is 69 per cent m grades 
4, S and 6; 72 per cent in grade 7. and 78 per cent in grade 8. 

2 The Ayres standard for words used in the tests in these systems is 70 per cent. 

'The Ayres standard per cent for the Binghamton test is 79 per cent in grades 4, 5, 6 and 7. 
and 84 per cent in grade 8. 

The following table shows the per cent attained by each grade in 

each of the schools : 

Table 27 
Results in spelling by grades and schools 



PER CENT ATTAINED IN EACH GRADE 



Francis 

South 

No. 18 

No. 19 

No. 21 

Albany 

Brandegee 

Mandeville 

Mary 

Miller 

Potter. 

No. 20 

James. Kemble 

Keman 

Wetmore 

Union 

Academy .- 

City of Utica 

Ayers standard — Utica 



66.6 
79.1 
7I-S 
66.0 
66.6 
72.3 
62.6 
77-1 
61.8 
74-7 
76.4 
76.2 
73-9 

70. S 

59-4 



67. 
72. 
74- 
67. 
72. 
70. 
70. 
73- 
62. 
79. 
69. 
70. 
81. 
63. 
66. 



76. 1 
64-3 
71.6 
72.6 
69.9 
66.2 
64.4 
71.8 
77-4 
6S.1 
74-6 
66.2 
66.0 
71.9 



87.7 
90.5 
8S.0 
85. 7 
88.8 
82.2 



69.2 



69.7 



69 



69 



69 



86.4 

78 



It will be observed from table 27 that each of the five grades 
taken as wholes for the city exceeded the Ayres standard, notably so 
in the eighth grade. It should be noted, however, that six of the 



I/O 



THE UNIVERSITY OF THE STATE OF NEW YORK 



C^llOt^iO -^ 






r*>oo <? 00 O 



O O* O i>-oo 



r^ IN r-oo lo 

CO w 0\ t^^O 




REPORT OF THE UTICA SCHOOL SYSTEM I/I 

fifteen fourth grades, five of the fifteen fifth grades, and six of the 
fourteen sixth grades failed to attain such standard while only one 
of the seventh grades and none of the eighth grades failed to do so. 

Table 28 is an exhibit of the number of pupils in each grade 
spelHng from one to twenty words correctly. 

Table 28 shows the following facts : 

12.6 per cent fourth grade pupils passed 90 per centt or above, 
41 per cent failed to attain standard; 16.2 per cent of fifth grade 
pupils passed 90 per cent or above, 40.5 per cent failed to attain 
standard; ii.i per cent of sixth grade pupils passed 90 per cent 
or above, 39.1 per cent failed to attain standard; 18.2 per cent of 
seventh grade pupils passed 90 per cent or above, 31.7 per cent 
failed to attain standard; 41.4 per cent of eighth grade pupils 
passed 90 per cent or above, 21.5 per cent failed to attain standard. 

It is worthy of note that relatively the least satisfactory results 
appear in the sixth grades and that the improvement made in the 
eighth grades as compared with that in the seventh is very pro- 
nounced. The latter fact is undoubtedly due to special attention 
and effort being given to the stibject in preparation for Regents 
examinations. The resuhs seem to indicate clearly what may be 
accomplished in spelling when conscious effort is made to improve 
a pupil's spelling ability. 

It should be noted also that, considering the results by grades, all 
the grades in each of the following schools attained the respective 
Ayers standards: South, No. 18, Albany, Miller, Potter, Kemble, 
Academy and all but the sixth grade in School 20. School 19 
appears to be the only school where all the grades failed to attain 
standard. 

While the comparative table shows that the results in Utica com- 
pare favorably with those attained in two of the cities named, they 
are obviously below those attained in the other cities named in the 
list. This, together with the fact that from 31.7 per cent to 41 per 
cent of the pupils in the fourth, fifth, sixth and seventh grades failed 
to attain the Ayers standard, suggests that the supervising officers 
and teachers may profitably give their special attention to advancing 
the standard of spelling ability in these grades. 

Silent Reading 
In order to test the reading ability of pupils in the elementary- 
schools of Utica the Kansas Silent Reading tests were used in the 
fourth, fifth, sixth, seventh and eighth grades. The ^purpose of 



1/2 



THE UNIVERSITY OF THE STATE OF NEW YORK 



these tests is to determine the pupil's abiHty to secure thought from 
the printed page. For the purpose of adaptation to the child's 
increasing ability in reading, two sets of tests are used, one for 
grades 3, 4 and 5 and one for grades 6, 7 and 8. Each test consists 
of a series of questions or statements which the pupil answers or 
comments upon according to his interpretation of the question 
asked or of the directions given. The questions are assigned differ- 
ent values according to their varying degrees of difficulty. 

The following questions taken from the tests will serve to indicate 
their general type and character: 



Tests for grades 3, 4 and 5 

No. I 
Value I have red, green and yellow papers in my hand. If I place 

J.2 the red and green papers on the chair, which color do I still have 

in my hand ? . . . . 

No. 7 
Value A child wrote these letters on the blackboard, b y a k. He 

1.3 then rubbed out one letter and put c in its place. He then had 

b y c k on the blackboard. What was the letter which he 
erased? .... 

No. ID 
Value A recipe calls for milk, sugar, cornstarch and eggs. I have 

2.1 milk, sugar and eggs. What must I get before I can use the 

recipe? .... 

Tests for grades 6, 7 and 8 

No. I The air near the ceiling of a room is warm, while that on the 

Value floor is cold. Two boys are in the room, James on the floor and 
i.o Harry on a box eight feet high. Which boy has the warmer 

place? .... 
No. 6 In going to school, Tames has to pass John's house, but does 

Value not pass Frank's. If Harry goes to -school with James, whose 
2.3 house will Harry pass, John's or Frank's? .... 

No. 14 A list of words is given below. One of them is needed to com- 

Value plete the thought in the following sentence: 

4.9 The roads became muddy when the snow Do not 

put the missing word in the blank space left in the sentence, but 
put a cross below the word in the list which is next above the 
word needed in the sentence, 
water 
is 

melted 
snow. 

Although the ability to secure thought from the printed page is 
recognized to be of great value outside of school life, it is not 



REPORT OF THE UTICA SCHOOL SYSTEM 



173 



always realized that the pupil who can not readily grasp the thought 
of what he is reading is very much handicapped in his school work 
since much of this is based upon the study of textbooks. Definite 
information regarding the pupil's ability in thought-getting from 
reading is therefore of great importance. 

The median scores attained in the Utica schools are exhibited in 
the following table : 

Table 29 
Utica median scores in silent reading 



SCHOOL 




MEDIAN 


SCORES BY GRADES 




4 


5 


6 


7 


8 




13-0 
10.8 
10.3 
12.4 
13.0 
10.7 
12.3 
II. 9 
10.3 
14-5 

8.7 
II. 9 
12.2 
10.8 

8.2 


13.0 
II .0 
12.4 
13. I 
14.4 
15.2 
12.6 

IS. 6 
II. 3 
14-5 
8.8 
15-3 
IS. I 
iS-5 
12.0 
14.0 


"13.0 
12.7 
13.0 
12.8 

14.5 
15.8 

IS. 6 
15.3 
13.0 
16.9 
14.9 
13.6 
14. 1 
14.3 
IS. 3 


"is^e 
15.9 

IS. I 

18. 1 
16.9 
18.2 




South 




No. 18 




No, 19 
























Miller 




Potter 






18.8- 




21. 7 




22.7 




22.7 




18.8 






21 . S 








II. 2 


13.3 


14. S 


16.9 








Standard medians 


9S 


13.2 


13.9 


16.2 


19.2 



The above table shows that the results attained by the grades as 
a whole are above the respective standard medians in every instance. 
It is worthy of note also that all the grades in Mandeville, Miller 
and Academy and all but the eighth grade in School 20 exceeded 
the standard scores. Of the fifty-eight classes, twenty failed to 
attain the respective standards as follows : two of the fourth grades, 
eight of the fifth grades, six of the sixth grades and two of each 
of the seventh and eighth grades. It will be observed, however, 
that six of these twenty classes fell but little short of the standard 
medians: the fifth grades in Francis and School 19, the sixth grade 
in Kernan, the seventh grade in Kemble and the eighth grades in 
School 20 and Union Street schools. The per cent of failure is 
shown to be least in the fourth grades and to be much the greatest 
in the fifth and sixth grades. 



1/4 



THE UNIVERSITY OF THE STATE OF NEW YORK 



A comparison of the median scores attained in the schools of 
Utica with those attained in certain other school systems is shown as 
follows : 

Table 30 
Median scores made with the Kansas Silent Reading Tests 



SCHOOL SYSTEM 




MEDIAM 


SCORES BY GRADES 




4 


5 


6 


7 


8 


Utica 


II. 2 
II .0 
8.8 
9-7 
8.2 
9.5 
10.6 
8.4 


13.3 

13-9 
13-1 
14-3 
II. 8 
14.6 
14.4 
12.3 


14-5 
15.3 
13.8 

14-3 
12. 5 
14.8 
is-o 
II. 8 


16.9 
17.3 
16. 1 
17-3 
14.0 
17.7 
18.0 
IS. 4 


21. I 
19.1 
19.7 
20.6 


First class cities in Kansas 

Second class cities in Kansas 












19.2 






9-S 


13-2 


13.9 


16.2 


19. 2 





This table shows that median scores attained in the schools of 
Utica compare very favorably with those attained in other city 
systems and that in so far as these medians may indicate, the 
thought-getting abilities of the pupils in the elementary schools of 
Utica rank Kvell with those in any of the systems menitioned. 

While this comparatively high standard may well be a source of 
satisfaction to principals and teachers, there is a rather wide range 
of abilities indicated in the same grades in different schools. This 
is shown as follows : 



GRADE HIGH SCORE 

4 Miller 14.5 

5 Mandeville 15.6 

6 No. 20 16.9 

7 No. 20 18.6 

8 Kernan and Wetmore ... 22.7 



LOW SCORE VARIATION 

Wetmore 8.2 6.3 

Potter 8.8 6.8 

No. 19 12.7 4.2 

Kernan 15.1 3.5 

Union & No. 20 . . . 18.8 3.9 



These variations, together with the exceptional number of failures 
to attain standard scores in the fifth and sixth grades, seem to indi- 
cate weaknesses that call for an investigation with the view of still 
further advancing the general standard of work. 



Handwriting 

The quality and speed of the handwriting of pupils in the Utica 
public schools were tested by means of what is known as the Gettys- 
burg edition of Ayres Hand Writing Scale. This scale consists of 



REPORT OF THE UTICA SCHOOL SYSTEM 1 75 

eight specimens of medium slant handwriting varying in excellence 
by very accurately adjusted intervals and rated at from lo to 90 
per cent respectively. This edition of the Ayres scale receives its 
name from the fact that the sentences to be written are the first 
three from Lincoln's Gettysburg Address. 

The directions for the use of the scale are in part as follows : 
" To secure samples of handwriting the teacher should write on 
the board the first three sentences of Lincoln's Gettysburg Address 
and have the pupils read and copy it until familar with it. They 
should then copy it beginning at a given signal and writing for 
precisely two minutes. They should write in ink on ruled paper. 
To score samples slide each specimen along the scale until a writing 
of the same quality is found. The number at the top of the scale 
above this shows the value of the writing being measured. Dis- 
regard differences in style but try to find on the scale the quality 
corresponding with that of the sample being scored." 

The rate of speed in writing is determined by counting the actual 
number of letters written in the prescribed time. For convenience 
in doing this, a copy of the sentences to be written is provided with 
appropriate numbering. 

The directions for securing samples of handwriting as stated in 
the preceding paragraph were followed in Utica. About one-half 
of these samples selected at random from those submitted from 
each grade were scored by a committee of teachers chosen by the 
superintendent of schools. Samples were selected in this manner in 
order to eliminate unnecessary labor and because the application of 
the law of averages gave assurance that the findings for the system 
as a whole would be the same as though they were based upon the 
rating of all samples of handwriting secured. Samples were not 
marked with the name of the pupil, the school or the grade ; instead 
the grade and school were written on the envelops containing the 
themes. When taken from the envelop each sample was given a 
code mark. Thus the scorers had no way of knowing from what 
school or room the samples came. Each sample was scored by three 
different teachers, no one of whom knew the mark assigned by the 
others. The average of these three scores was given as the final 
score of the composition. 

Chart 20 pictures the achievement of Utica pupils in handwriting 
in terms of the Ayers standard. It shov/s that while only the eighth 



1/6 



THE UNIVERSITY OF THE STATE OF NEW YORK 



grade has met the Ayres standard in quahty, all grades have far 
exceeded the same standard in speed. The eighth grade pupil 
writes as well as the standard and much more rapidly. 

The progress of the grades in handwriting is shown to be rather 
uneven. The fourth grade is 6 points below the standard in quality 
but is II points above in speed. Relative progress of 2 points in. 
quality and 3 points in speed is made in the fifth grades while a 
slight retardation in quality is noted in the sixth grade. A large 



lOG 



90 



SO 



Q 
Ul 

hi 70 
Q. 



60 



50 



40 







6 






/ 








/ 


[ 


■ 


V 


9d 








y 














y 






V^ 


'-' 






'i 


/ 




<' 












'/ 

























35 



40 



A5 



50 55 • 
QUAUTY — ' 
...Ayres Standard 
ftica 



60 



65 



10 



Chart 20 

Showing quality and speed of writing in elementary grades compared with 

Ayers standard 



step forward in quality is made in the seventh grade which falls only 
I point below the standard but it falls 6 points below the sixth grade 
in speed. This fact suggests that the relation between rate and 
quality of performance may be a profitable source of investigation 
tor principals and teachers. 



REPORT OF THE UTICA SCHOOL SYSTEM 



177 



The following tables offer a comparison of the results attained in 
Utica with those attained in other school systems : 



Table 31 

Utica median scores in quaUty and speed in handwriting compared with those 

attained in other school systems 

Quality 



SCHOOL SYSTEM 



Utica 

Binghamton, N. Y. 
Cleveland, Ohio '. . 

Iowa 2 

Starch* 

Kansas * 

Fifty-six cities * . . . 
St Paul, Minn 



GRADES 


4 


S 


6 


7 


8 


40 


46 


49 


57 


62 


40 


45 


51 


59 


66 




45 


48 


50 


55 


45 


49 


52 


57 


61 


37 


43 


47 


S3 


57 


SO 


55 


59 


64 


70 


46 


51 


55 


59 


63 


49 


55 


58 


60 


67 



Number 

of 

specimens 

scored 



I 


652 


25 


387 


28 


000 


4 


740 


6 


000 


34 


000 



1 Judd Charles H. " Measuring the Work of the Public Schools." (Report Survey Committfee 
°''As^^!:^^B^r^^Hini^lins of School Children." (University of Iowa. Bulletin IS. 
^^Starch.'r)'. "The Measurement of Efficiency in Reading. Writing, Spelling and English" 
^■^.llSnfi^m^i' Reirt of Educational Measurements and Standards. (State Normal 

^'^FreemXF?'K^''Fourteen Year Book of the National Society for the Study of Education, 
(pt. 1, 1915)- 

Speed 



SCHOOL SYSTEM 



Utica 

Binghamton, N. Y. 
Cleveland, Ohio . . . 

Iowa 

Starch 

Kansas . . • • 

Fifty-six cities 

St Paul, Minn 



95 

74 
80 
77 
83 
73 
73 
78 



In table 31 the grade medians both for speed and for quality are 
tabulated from several recent studies. In quality Utica ranks above 
Cleveland and below St Paul in every grade. It takes a middle 
position among the seven cases reported so that the quality of hand- 
writing as judged by the tests is neither good enough or bad enough 
to become conspicuous. When turning to the median scores for 
speed, however, Utica stands out preeminent. No published report 



1/8 THE UNIVERSITY OF THE STATE OF NEW YORK 

shows SO high a rate of speed in any grade as is achieved by the 
pupils of Utica. It raises the question of whether the proper rela- 
tion between speed and quality has been maintained and whether 
quality has not been sacrificed in order to produce rapid writers. 

Summary 

The achievements in the fundamental operations in arithmetic as 
measured by standard tests are unsatisfactory in both speed and 
accuracy. In only four cases out of twenty do the grade medians 
for speed in computation equal or exceed the standard medians. 
Not a single grade as a whole attained the standard percentage of 
accuracy. 

The tests show wide differences in the abilities of pupils in the 
same grade, oftentimes even in the same class. This variation of 
attainment is unusually marked in the seventh and eighth grades. 

In composition no grade as a v^^hole and only five of the fifty-seven 
classes in the different schools attained the standard median of 
achievement. The variation in ability of pupils in the same grade 
is less marked than in arithmetic. In» comparison with other school 
systems, Utica's rank in composition is comparatively low. 

In spelling each of the five grades taken as wholes for the city 
exceeded the Ayres standard. The spelling w^as unusually good in 
the eighth grade, where 41.4 per cent of the pupils attained a 
standing of 90 per cent or above. In several schools all the classes 
exceeded the standard for their respective grades. 

The micdian scores attained in the silent reading tests in the schools 
of Utica compare favorably with those attained in other city systems. 
There is, however, a rather wide range of abilities indicated in the 
same grade in different schools. 

The handwriting in the Utica schools shows a high rate of speed. 
The grade medians for speed are unusually high but the quality of 
the handwriting is neither good enough nor bad enough to be 
conspicuous. The quality of the writing has apparently been sacri- 
ficed for speed. 

In general it may be said that the results of the tests indicate the 
need of a definite program for the supervision of the Vv^ork in the 
elementary grades not only to raise the standard of attainment but 
also to eliminate the wide range of abilities in the same grades. 




f: ^1 


1 


' / 


111 


\ 




^ *ii 


\ 


\ 


'*■ V 






**' "^m 


\ 


\ 


* 




\ 



10 

COMPARATIVE SCHOOL COSTS 

In many cities, boards of education are handicapped in carrying 
forward the school program through lack of financial support from 
other city authorities who may determine the budget estimates. In 
an earlier chapter, it was pointed out that the board of education of 
the city of Utica determines the amount of the school budget and 
has control of the method of expenditure. There is therefore no 
possible embarrassment through any lack of control in budget 
matters. The success of the school system in so far as this may be 
insured by proper financial support is entirely in the hands of the 
board of education. 

The whole question of school costs in any city is understood only 
in comparison with similar expenditures in other cities of the same 
class, and with the educational program which the schools of the 
city offer. Other chapters treat of the educational activities of the 
schools. The present chapter presents a comparison of costs. For 
this purpose, a selected group of cities has been taken from the 
Financial Statistics of Cities for 1917,^ issued by the United States 
Census Bureau. This group consists of the twenty-three cities of 
the north and west of which Utica is the median city in population. 
The tables which are presented in this chapter are largely taken 
from this report of the Census Bureau or compiled therefrom. 
These comparisons have been based largely on this .report of the 
Census Bureau as giving the latest available and most accurate data 
for this purpose. The selected group of twenty-three cities and 
their estimated population in 1917 are as follows: 

Table Z"^ 
Population of twenty-three cities, with Utica as a median 

CITY POPULATION I917 

Camden, N. J io6 233 

Albany, N. Y 106 003 

Springfield, Mass 105 7I5 

Lynn, Mass 102 425 

Des Moines, Iowa 102 211 

Lawrence, Mass. '. 100 560 



1 Financial Statistics of Cities, 1917, U. S. Census Bureau, Washington, 
D. C. 

[179] 



l8o THE UNIVERSITY OF THE STATE OF NEW YORK 

CITY POPULATION, I917 

Yonkers, N. Y 99 838 

Schenectady, N. Y 99 519 

Duluth, Minn 94 495 

Akron, Ohio 90 625 

Elizabeth, N. J 87 760 

M Utica, N. Y 87 401 

Sommerville, Mass 87 039 

Waterbury, Conn 86 973 

Manchester, N. H 78 283 

Troy, N. Y 'j'j 916 

Hoboken, N. J "jy 584 

Wilkes-Barre, Pa 76 760 

Fort Wayne, Ind 76 183 

Evansville, Ind "^d 078 

Erie, Pa 75 206 

Passaic, N. J yji 1 1 1 

Harrisburg, Pa 72 015 

Of this selected group of cities, Utica is the median with an 
estimated population in 191 7 of 87,401. This is largely an eastern 
group, including five cities from New York, four from Massachu- 
setts, four from New Jersey, three from Pennsylvania, one from 
Connecticut and one from New Hampshire, or eighteen of the 
twenty-three cities from these states. The five other cities are in 
the middle west. 

In this group of cities the per capita governmental cost payments 
for general department expenses varied in 1917 from $10.22 for 
Fort Wayne, Ind., to $26.25 fo'" Springfield, Mass. The per capita 
general departmental expenses for all cities of the group are as 
follows : 

Table zz ' ■ ^ 

Per capita governmental cost payments for general department expenses; 

CITY AMOUNT 

Springfield, Mass $26.25 

Yonkers, N. Y 24.06 

Albany, N. Y 19. 17 

Des Moines, Iowa 17-55 

Hoboken, N. J 17.13 

Troy, N. Y 16.89 

Somerville, Mass 16. 10 

Lynn, Mass IS • 58 

Waterbury, Conn 14-83 

Duluth, Minn 14.64 

Utica, N. Y 14.62 

M Akron, Ohio 14.07 



REPORT OF THE UTICA SCHOOL SYSTEM 151 

(,j^Y *■ AMOUNT 

Manchester, N. H $i4-05 

Schenectady, N. Y H-OO 

Lawrence, Mass i3-o9 

Camden, N. J 13-34 

Elizabeth, N. J 12.64 

Harrisburg, Pa 12.16 

Erie, Pa ii-72 

Evansville, Ind iO-96 

Passaic, N. J 10.95 

Wilkes-Barre, Pa 10.89 

Fort Wayne, Ind 10.22 

Average $i5-03 

The median for the group is Akron, Ohio, with a per capita 
expenditure for general departmental purposes of $14.07. Utica's 
rank in this respect is number 11 in the group of twenty-three, or 
just above the median. The average per capita expenditure for 
these cities for general government maintenance was $15.03. The 
expenditure of $14.62 for Utica was therefore 41 cents below the 
average for the group. 

Having determined Utica's position as of nearly median rank in 
respect to general departmental expenditures, it is of interest to 
note the relative rank with respect to the maintenance cost of 
schools. The lowest of the group is Manchester, N. H., with a 
per capita expenditure of $3.50 for school maintenance. The 
highest is Des Moines, Iowa, where the per capita maintenance cost 
of schools is $9. The complete table is as follows : 

Table 34 
Per capita payments for maintenance of schools, 1917 

CITY AMOUNT 

Des Moines, Iowa •. $9.00 

Springfield, Mass 8.90 

Yonkers, N. Y 7-74 

Hoboken, N. J 7- 15 

Akron, Ohio 6.61 

Duluth, Minn 6.28 

Waterbury, Conn 5-87 

Somerville, Mass 5 • S6 

^Harrisburg, Pa. 5-54 

Camden, N. J 5 • 50 

Schenectady, N. Y 5-42 

M Passaic, N. J 5-34 

Albany, N. Y 5- 18 



AMOUNT 


$4 


87 


4 


83 


4 


75 


4 


74 


4 


72 


4 


49 


4 


49 


4 


33 


4 


28 


3 


50 



I<52 THE UNIVERSITY OF THE STATE OF NEW YORK 

CITY 

Erie, Pa 

Utica, N. Y 

Troy, N. Y 

Elizabeth, N.J 

Lawrence, Mass 

Lynn, Mass 

Evansville, Ind 

Fort Wayne, Ind 

Wilkes-Barre, Pa 

Manchester, N. H 

Average $5 . 6i 

The median for the twenty-three cities is Passaic, N. J., with a 
per capita maintenance cost of schools of $5.34. Utica's rank in 
this respect is number 15 or three below the median. The average 
for the entire group is $5.61 per capita. Utica expends per capita 
for school maintenance $4.83 or 78 cents less than the average. 
The relative position of Utica in the two tables is of special interest, 
being number 11 in per capita general departmental expenditures 
and number 15 in per capita maintenance cost of schools. While 
Utica is slightly above the median in the general government main- 
tenance cost, the rank is lower, three below the median, when 
based on the per capita maintenance cost of schools. 

It is apparent from the two tables given above that there is a wide 
variation in different cities in the percentages of general depart- 
mental expenditures used for school maintenance. In Des Moines, 
Iowa, this percentage is 51.3 while in Manchester, N. H., only 24.9 
per cent of general departmental expenditure is used for school 
maintenance. In the following table, the cities of this group are 
ranked on the basis of this percentage : 

Table 35 
Per cent of general department expenses used for school maintenance, 1917 

CITY PER CENT 

Des Moines, Iowa. 51-3 

Passaic, N. J 48.7 

Akron, Ohio 47 . 

Harrisburg, Pa 45 . 5 

Duluth, Minn 42 . 9 

Fort Wayne, Ind 42.4 

Hoboken, N. J 41 . 7 

Erie, Pa 41 .6 

Camden, N. J 41 . 2 

Evansville, Ind 41.0 



REPORT OF THE UTICA SCHOOL SYSTEM 183 

PER CENT 
CITY 

39.5 

Waterbury, Conn 

M Wilkes-Barre, Pa ^g'^ 

Schenectady, N. Y " 

Elizabeth, N. J " 

Somerville, Mass "^ 

Lawrence, Mass ' 

Springfield, Mass '^ 

Utica, N. Y.. ; ^;^ 

Yonkers, N. "^ ^g g 

Lvnn, Mass ^g ^ 

Troy-N.Y ;;^ 

Albany, N. Y ' 

Manchester, N. H - 

- Average ^ 

In the city of Utica 33.1 per cent of the general departmental 
expenditures are for the maintenance of schools. The median for 
the twenty-three cities in the group is 39-3 Pe^ cent. Utica's posi- 
tion is number 18 in the group, or six below the median. The aver- 
age for all the cities in the list is 38 per cent, which is 4-9 per cent 
above the per cent for Utica. 

In this table the per cent of general maintenance funds used for 
the schools varies from approximately one-fourth to one-half. It 
is observed that each of the five New York cities in the group is 
below the median. Of the six lowest in the table, four are cities 
of New York, and these four (see table 33) are among the highest 
in rank in the per capita general departmental maintenance expenses. 
It seems to be apparent that several cities below the median m table 
35 are not spending a reasonable amount for educational pur- 
poses, especially where a high position in table 33 is followed by a 
much lower position in table 34- The position of Utica m this 
respect is not one of which the city may be proud. 

The per capita maintenance costs given above have not taken 
into consideration the differences in the percentages of pupils in 
the school systems of the different cities. Camden, N. J., which 
is first in the group in population is sixth in the number of pupils 
in average daily attendance in the public schools. The city of 
Albany which is number 2 in the group in population is number 11 
in the number of pupils in average daily attendance m school. 
Utica which is in the median city of the group in population, has 
more nearly a median rank (number 15) in the number of pupils 
in average daily attendance. Two important factors which enter 
into the percentage of attendance in the public schools are the 



184 THE UNIVERSITY OF THE STATE OF NEW YORK 

number of private parochial schools in a city and the percentage 
of the population of school age. In the report of the Census Bureau 
for 1910 the percentage of the population in these cities betvv^een 
5 and 15 years of age varied from 20.1 per cent in Wilkes-Barre, 
Pa. to 14.9 per cent in Albany, N. Y. In Utica the percentage 
is 16.2, which is slightly less than the median for the group. It is 
therefore of interest to show the maintenance cost per pupil in 
average daily attendance. This is given for these twenty-three 
cities in the following table: 

Table 2^ 
Maintenance cost per pupil in average daily attendance^ 

CITY 

Springfield, Mass. 

Hoboken, N. J 

Yonkers, N. Y 

Troy, N. Y 

Fort Waj'ne, Ind 

Des Moines, Iowa 

Camden, N.J 

Albany, N. Y 

Erie, Pa 

Utica, N. Y 

M Evansville, Ind 

Schenectady, N. Y 

Passaic, N. J 

Harrisburg, Pa 

Lawrence, Mass 

Lynn, Mass 

Manchester, N. H 

Akron, Ohio 

Waterburjr, Conn 

Somerville, Mass ." 

Wilkes-Barre, Pa 

Duluth, Minn Statistics not given 

Elizabeth, N. J Statistics not given 

Average $44 . 78 

Of the twenty-one cities (statistics from two cities not available) 
the highest cost per pupil was $60.87 in Springfield, Mass., and the 
lowest was $32.74 in Wilkes-Barre, Pa. The maintenance cost per 
pupil in average daily attendance in Utica was $43.87. The median 
for the group is Evansville, Ind., with a per pupil cost of $43.80. 
The average for the entire group is $44.78. Utica, therefore, shows 
a per pupil maintenance cost 7 cents higher than the median, and 



MOUNT 


$60.87 


59 


03 


55 


30 


54 


17 


53 


46 


51 


47 


46 


59 


46 


51 


45 


96 


43 


87 


43 


80 


43 


69 


43 


II 


4^ 


09 


42 


40 


36 


78 


36 


76 


35 


25 


33 


46 


32 


88 


32 


74 



1 From Report of the United States Commissioner of Education, 1917. 



REPORT OF THE UTICA SCHOOL SYSTEM 1 85 

91 cents lower than the average for the group. The people of the 
city should not be entirely satisfied with a median rank in this 
respect. Inasmuch as the program of work for the school system 
of Utica does not include many of the important activities of the 
more progressive school systems, there is reason to believe that a 
larger per pupil expenditure is necessary if the schools are to do 
what they should for the pupils and for the community. 

There is a great difference in the estimated true value of property 
per capita in the twenty-three cities of this group. In Duluth, Minn., 
the per capita estimated true value of property is $1906.35 while in 
Passaic, N. J., it is only $680.58. The rank of each city is seen in 
the following table : • 

Table 37 
Estimated true value of property per capita, 1917 

(>j^Y AMOUNT 

Duluth, Minn $1906.35 

Springfield, Mass i905-03 

Akron, Ohio 1596-80 

Yonkers, N. Y 1S71.21 

Des Moines, Iowa 1510.65 

Wilkes-Barre, Pa 1359-25 

Albany, N. Y 1204. rs 

Fort Wayne, Ind 1 131 - 40 

Waterbury, Conn 1037-OO 

Harrisburg, Pa 972-43 

Manchester, N. H '. 952.41 

M Hoboken, N. J 943-20 

Lynn, Mass 923.00 

Somerville, Mass 912.02 

Evansville, Ind 903-78 

Erie, Pa 883.42 

Lawrence, Mass 826 . 19 

Troy, N. Y 816.66 

Elizabeth, N. J ^6.29 

Utica, N. Y 774-77 

Schenectady, N. Y 741-42 

Camden, N. J 687-79 

Passaic, N. J 680.58 

Average $1088.95 

The median of the group is Hoboken, N. J., with an estimated 
true value of property per capita of $943.20. The rank of Utica 
in this respect is one of the lowest, number 20, only three cities of 
the group being lower. Utica is therefore not a city of large 
wealth. 



l86 THE UNIVERSITY OF THE STATE OF NEW YORK 

In this connection it may be of interest to note the real wealth 
back of each dollar used for school maintenance. This is deter- 
mined by combining tables 37 and 34. The amount for each city 
of the group is given in the following table : 

Table 38 
Real wealth back of each dollar used for school maintenance, 1917 

CITY AMOUNT 

Wilkes-Barre, Pa $3I5 

Duluth, Minn 301 

Manchester, N. H 272 

Fort Wayne, Ind 261 

Akron, Ohio 242 

Albany, N. Y 232 

Springfield, Mass 214 

Lynn, Mass 205 

Yonkers, N. Y 202 

Evansville, Ind 201 

Erie, Pa 181 

M Waterbury, Conn ; . . . 176 

Lawrence, Mass I75 

Harrisburg, Pa 175 

Troy, N. Y 171 

Elizabeth, N. J 170 

Somerville, Mass 164 

Utica, N. Y 160 

Des Moines, Iowa IS7 

Schenectady, N. Y 136 

Hoboken, N. J 131 

Passaic, X. J 127 

Camden, N. J 125 

Average $195 

From table 38 it is observed that in the cities of this group the 
average real wealth back of each dollar expended for school main- 
tenance is $195. The highest of the group, Wilkes-Barre, Pa., has 
$315 in real wealth back of each dollar used for school maintenance; 
while in Camden, N. J., for each dollar expended for school main- 
tenance there is real wealth amounting to only $125. The median 
for the group is $176. The real wealth back of each dollar expended 
for the schools in Utica is $160, or $16 below the median of the 
group. 

The per capita tax levy in the twenty-three cities of the group is 
given in the following table : 



REPORT OF THE UTICA SCHOOL SYSTEM 187 

* Table 39 

Tax levy per capita, 1917 



CITY 



AMOUNT 



Yonkers, N. Y $35 • 18 

Springfield, Mass 33-91 

Albany, N. Y 27.03 

Des Moines, Iowa 25 . 76 

Akron, Ohio • 24.63 

Duluth, Minn 23.83 

Troy, N. Y 22.01 

Schenectady, N. Y 21.35 

Hoboken, N. J. • 20.88 

Utica, N. Y 20.85 

Somerville, Mass i9-Si 

M Lynn, Mass 19-39 

Waterbury, Conn 19-35 

Wilkes-Barre, Pa 18. 12 

Harrisburg, Pa 16.95 

Evansville, Ind 16. 83 

Fort Wayne, Ind 16.48 

Elizabeth, N. J ■ 16.04 

Lawrence, Mass 15-53 

Manchester, N. H 14-85 

Erie, Pa I4- 13 

Camden, N. J 13-74 

Passaic, N. J 13. 11 

Average $20.41 

Utica is slightly above the median position in this respect with a 
per capita tax levy in 1917 of $20.85. The median city of the group, 
Lynn, Mass., has a per capita tax levy of $19.39. The group of 
twenty-three cities shows a wide range in this respect, from Yonkers, 
N. Y., with a per capita tax levy of $35.18, to Passaic, N. J., where 
the per capita tax levy is $13.11. The average for the group is 
$20.41, which is 44 cents less than the amount for Utica. 

To give a more accurate comparison between the relative tax 
levies in the cities of the group, a table is presented showing the 
tax levy per $1000 based on the estimated true value of property. 
This table shows the cities of the group arranged in rank as deter- 
mined by the tax burden per $1000 of real property value. The 
highest is Troy, N. Y., with a tax levy per $1000 (estimated true 
value) of $34.62. Duluth, Minn., is the lowest in the group with a 
tax levy per $1000 based on the estimated true value of property, 
of only $10.39. 



l88 THE UNIVERSITY OF THE STATE OF NEW YORK 

Table 40 
Tax levy per $1000 estimated true value, 1917 

CITY AMOUNT 

Troy, N. Y $34-62 

Schenectady, N. Y 28.87 

Utica, N. Y 26 . 95 

Albany, N. Y 22.54 

Yonkers, N. Y 22.43 

Hoboken, N. J 22.19 

Somerville, Mass ; 21.40 

Lynn, Mass 21.00 

Camden, N. J 19-99 

Elizabeth, N J 19.90 

Passaic, N. J i9-30 

M Lawrence, Mass 18.80 

Waterbury, Conn 18.65 

Evansville, Ind 18.61 

Springfield, Mass 17.80 

Des Moines, Iowa 17-04 

Harrisburg, Pa. 16.99 

Erie, Pa 15-73 

Manchester, N. H i5-44 

Akron, Ohio I5-40 

Fort Wayne, Ind 14-49 

Wilkes-Barre, Pa 12.86 

Duluth, Minn 12. 50 

Average $19-72 

The median city for the group is Lawrence, Mass., with a tax 
levy per $1000 estimated true value of property, $18.80. Utica's 
rank in this table is high, with a tax levy of $26.95. Only two cities 
in the group are higher than Utica. In other words, Utica's tax 
levy based on the estimated true value of property, which is num- 
ber 3 in this group of twenty-three cities, indicates that the total 
annual budget is relatively large in comparison with the low esti- 
mated true value of property. A conspicuous fact is the position 
of the five New York cities of the group which top the list. 

To what extent the bonded indebtedness may increase the annual 
budget is an important factor in these comparative tables. Where 
the bonded indebtedness is large it results in an increased tax rate. 
In order to compare these cities in this respect the net debt per capita 
is given in table 41. 



REPORT OF THE UTICA SCHOOL SYSTEM 



189 



* Table 41 

Net debt per capita, 1917 

CITY AMOUNT 

Yonkers, N. Y •. . . . $92.77 

Akron, Ohio 85 . 49 

Springfield, Mass 74-67 

Duluth, Minn 72.29 

Albany, N. Y 69.38 

Troy, N. Y 62 . 07 

V/aterbury, Conn 59-19 

Hoboken, N. J 45-57 

Schenectady, N. Y 45 28 

Des Moines, Iowa 43 • 61 

Camden, N. J 42.49 

M Lynn, Mass 41 . 60 

Passaic, N. J 40.68 

Harrisburg, Pa 38.23 

^ Lawrence, Mass 36.94 

Elizabeth, N. J '. 32 . 80 

Wilkes-Barre, Pa 31 .97 

Utica, N. Y 31-97 

Evansville, Ind 24. 75 

Erie, Pa 24.38 

Somerville, Mass 19.86 

Manchester, N. H 18.09 

Fort Wayne, Ind 13. il 

^^^erage $45.53 

It is observed that Utica has a relatively low net debt per capita. 
In this g-roup of cities Utica's rank is number 18, with a per capita 
net debt of $36.40. The median of the group is $41.60, while the 
average is $45.53. In this respect the financial burden seems so low 
that any reasonable increase in the bonded indebtedness for needed 
improvements might be made without embarrassment. ■ 

Comparison with Fourteen other Cities in New York 

The first part of this chapter has considered for purposes of com- 
parison the twenty-two cities in the northern and western states 
nearest to Utica in population. For the purpose of determining the 
relative rank of Utica in comparison with other cities in New York, 
the following discussion is presented covering the cities of New 
York between 30,000 and 160,000 inhabitants. 

Although these cities vary widely in their population, they furnish 
the opportunity for an interesting study as they are operating under 
the same general conditions in the same state. Each city has, of 



190 THE UNIVERSITY OF THE STATE OF NEW YORK 

course, its peculiar social and economic problems. Some of these 
cities are part of a large metropolitan population, others are at a 
distance from the larger municipalities and are the center of their 
own social and industrial activities. With these differences clearly 
in mind, the comparisons may be helpful. 

The fifteen cities in this group, their population in 1917, and the 
per capita payments for general city departmental expenses are given 
in the following table : 

Table 42 
Population and per capita payments for general city departmental 

expenses, 1917 

CITY POPULATION 

Syracuse IS5 624 

Albany 106 003 

Yonkers 99 838 

Schenectady 99 5i9 

Utica 87 401 

Troy ^7 916 

Binghamton 53 973 

M Elmira 38 120 

New Rochelle 2>7 759 

Auburn .' zi 604 

Niagara Falls ; Z7 353 

Mount Vernon Z7 336 

Amsterdam 'ij 103 

Jamestown 36 722 

Poughkeepsie 30 390 



PER CAPITA 
CITY PAYMENTS 

Yonkers $24.06 

Mount Vernon 23 . 63 

New Rochelle 22. 16 

Niagara Falls 20.07 

Albany 19-17 

Syracuse i7-44 

Troy 16.89 

M Poughkeepsie 16 . 27 

Binghamton 16 . 07 

Elmira 15 '62 

Jamestown 14-76 

Utica 14 . 62 

Auburn 14- 58 

Schenectady 14. 00 

Amsterdam 9.93 

Average $17.28 




The Miller Street School 
Erected in 1871. Remodelled in 1909. 




School No. 19 
Erected in 1892. Grounds ample but unimproved. 



REPORT OF THE UTICA SCHOOL SYSTEM IQI 

Of the fifteen cities in this group, Utica is number 5 in respect 
to population and number 12 in the per capita payments for general • 
city departmental expenses. The average for the group for the year 
was $17.28; Utica's per capita payments for this purpose were 
$1462 Utica was therefore $2.66 below the group average and 
$1 65 below the median for the group. This table of course does 
not take into consideration interest charges or expenditures for capi- 
tal outlay. It is therefore a fair comparison of the governmental 
maintenance cost of the cities of the group. It is observed that 
Utica is one of the lowest of the group in the per capita mainten- 
ance cost for the city government. The following table shows 
the per capita payments in the year 1917 for the maintenance of 
schools in the fifteen cities of this group: 

Table 43 
Per capita payments for maintenance of schools, 1917 

AMOUNT 
CITY 

... $9-82 

Mount Vernon ^ 

,. 1 7-74 

Yonkers 

New Rochelle J'"° 

6.22 
Elmira ^ 

Niagara Falls ^'^^ 

Jamestown 

Schenectady ^''^^ 

M Binghamton ^' 

Poughkeepsie ^ ' 

Albany ^ " 

Syracuse ^/^ 

Utica "^-^3 

Troy ••• 4.75 

Auburn ^'^^ 

Amsterdam ■^'^^ 

Average $5-75 

On the basis of the per capita payments for school maintenance 
as given in the preceding table, Utica ranks number 12 in the group. 
The per capita payments for school maintenance in Utica m 191 7 
were $4.83, which was 92 cents below the average and 58 cents 
below the median for the group. It is observed that the position of 
Utica in this group in respect to the per capita payments for the 
maintenance of schools is relatively the same as the rank of the city 
in the group in respect to the per capita payments for general city 
departmental expenses. Utica occupies approximately a low rank 
in this group in the per capita maintenance cost for schools. Of the 
fifteen cities there are eleven higher than Utica and three lower than 



192 THE UNIVERSITY OF THE STATE OF NEW YORK 

Utica in this respect. It should be observed in this connection that 
the relative position of Utica in the per capita maintenance cost of 
schools among the fifteen New York cities is approximately the 
same as the position of the city in the group of twenty-three cities 
throughout the northern and western states as given in table 34. 
In each table the position of Utica is considerably below the median. 
It is of interest to note the percentage of general city departmental 
expenses used for the maintenance of the schools. This is given 
for the city of this group in the following table : 

Table 44 
Per cent of general city departmental expenses used for the schools, 1917 

CITY PER CENT 

Mount Vernon ■ 41 . 5 

Elmira 39.9 

Schenectady 38.7 

Jamestown 37 . 7 

New Rochelle 34.8 

Binghamton 33 . 6 

Amsterdam 33 . 5 

M Utica 33 . 1 

Poughkeepsie 32. 5 

Yonkers 32.2 

Auburn 29.7 

Syracuse 28. 7 

Niagara Falls 28.4 

Troy 28 . 2 

Albany 27 . 

Average 33.3 

It is observed from this table that the percentage of general city 
departmental expenses used for the maintenance of schools varies 
from 27 in Albany, which is the lowest, to 41.5 in Mount Vernon, 
the highest in the group. Utica occupies the median position in 
the list with a percentage of 33.1. As was observed in the previous 
tables, Utica's rank among the cities of this group as determined by 
the per capita maintenance cost for schools is low, as is also true 
of the rank of Utica based on the per capita cost for general city 
departmental expenses. The median position of Utica in the table 
which has just been given is also relatively low. The great 
importance of the public schools in our community life should 
result in a larger percentage of the general city departm.ental 
expenditures for their support. It may be observed by way of 
illustration that the city of Schenectady which has a relatively low 



REPORT OF THE UTICA SCHOOL SYSTEM I93 

rank (number 14) in the group in the per capita payments for 
general city departmental expenses, is the third in rank in the 
percentage of general departmental expenses for the maintenance 
of schools. 

The cities in this group, do not compare favorably with the group 
of twenty-three cities from various states used in the comparative 
tables in the first part of this chapter in the per cent of general 
departmental payments for school maintenance. These percentages 
for the cities throughout the north and west vary from 24.2 to 51.5. 
The average for the larger group is 38 while the average for the 
group in New York is 33.3. The median for the larger group is 
39.3 while the median for the group in New York is 33.1. The 
larger group is essentially a group of eastern cities. It seems, 
therefore, to be evident that the median percentage of 33.1 for the 
cities in this group in New York is a relatively low percentage of 
general city departmental expenses to be used for school main- 
tenance. The city of Utica, which is number 8 in rank in this 
respect among the fifteen cities in New York, ranks as number 18 
among the twenty-three cities in the larger group. Of the fifteen 
cities in the New York group, only two cities are above the average 
for the group of twenty-three cities from the several states. Only 
two of the fifteen cities of New York are above the median for the 
group of twenty-three cities. 

As the per capita maintenance cost of schools does not take into 
consideration differences in the percentage of children of school age 
in the population of the different cities or make any allowance for 
the children who may be in private or parochial schools, it is interest- 
ing to consider the per pupil cost on the basis of the average number 
of pupils under instruction. In determining school costs on this 
basis, a very satisfactory comparison is on the maintenance cost 
per pupil in average daily attendance. The following table gives the 
maintenance cost per pupil in average daily attendance in the fifteen 
cities of New York in this group for the school year 1917-18: 

Table 45 
Maintenance cost per pupil in average daily attendance, 1917-181 

CITY COST 

Mount Vernon $67.24 

Troy , 65 , 94 

New Rochelle 63 . 59 

Yonkers 63 . 36 

Albany 56.88 



1 Annual Report, New York State Education Department, Albany. 



194 THE UNIVERSITY OF THE STATE OF NEW YORK 

Elmira $5473 

Binghamtou 53 • 06 

M Auburn 51-94 

Schenectady 50.98 

Utica 50 . 96 

Niagara Falls 45 . 36 

Jamestown 44-78 

Syracuse 43 . 35 

Poughkeepsie 40-45 

Amsterdam 37-39 

Average $52.66 

This table shows that the maintenance cost per pupil in average 
daily attendance in these cities for the school year 191 7-18 varied 
from $37.39 in Amsterdam to $67.24 in Alount Vernon. The aver- 
age for the group was $52.66 and the median cost for each pupil 
was $51.94. Utica expended for school maintenance $50.96 for 
each pupil in average daily attendance, which was $1.70 less than the 
group average and 98 cents, less than the median cost. In 
comparison, therefore, with these other cities, Utica occupies a 
position below the median of the group in the maintenance cost of 
the city schools as determined by the number of pupils in average 
daily attendance. 

In comparison with the twenty-three cities in table 36, it is 
observed that the relative position of Utica is just above the median 
position, while among the cities in New York the rank is below 
the median for the group. It should be noted in this connection that 
the statistics given for the twenty-three cities in table 36 are for 
the school year 1915-16, while the tables which have been given 
above for the cities of New York cover the school year 1917-18. 
This will explain in large part the increase in the average for the 
two groups, which is $44.78 for the group of twenty-three cities for 
the school year 1915-16, and $52.66 for the group of fifteen cities 
in New York for the school year 191 7-18. It is evident that there 
has been a great increase in the cost of school maintenance as there 
has been in all other activities throughout the country during the 
past few years. Taking the five New York cities which are common 
to both groups, it may be noted that the maintenance cost for each 
pupil in average daily attendance has increased in this two-year 
period from 16.1 per cent in Utica to 22.3 per cent in Albany. This 
is a very conservative advance in per pupil maintenance cost, espe- 
cially in view of the fact that the past year has been under most 
unusual war conditions. These two tables, therefore, should not be 



REPORT OF THE UTICA SCHOOL SYSTEM I95 

used for making comparative statements" as to cost between the two 
groups without noting that they cover periods two years apart. 

The per capita estimated true value of property in any city bears 
a close relation to the cost of city government. The following table 
gives the per capita estimated true value of property in the cities of 
the group for 1917: 

Table 46 
Estimated true value of property per capita, 1917 

CITY VALUE 

Yonkers $1571.21 

New Rochelle 1366.60 

Mount Vernon 1344.09 

Syracuse 1206.78 

Albany 1204.15 

Poughkeepsie 1 192.90 

Niagara Falls 1 149.02 

M Jamestown 935 . 57 

Binghamton 924.79 

Elmira 844.37 

Troy 816.66 

Utica 774 . 77 

Schenectady 741 .42 

Auburn 720.17 

Amsterdam 719.07 

Average $1034.10 

On the basis of the per capita estimated true value of property, 
Utica is number 12 in the group of fifteen cities. The per capita 
estimated true value of property in Utica is %']'j/!if.'j'j, while the 
median for the group is $935.57. In the group of twenty-three cities 
which were considered in the first part of the chapter, Utica's rank 
was number 20. The median for the twenty-three cities in the 
several states was $943.20, while the median estimated true value 
of property per capita in the fifteen cities of New York is $935.57. 
The position of Utica is, therefore, relatively lower in the larger 
group. The medians seem to indicate that the estimated true value 
of property in. the group of fifteen cities in New York is slightly 
less than in the twenty-three cities from the different states. 

By comparing the preceding table with the per capita maintenance 
cost of schools as given in table 43, it is possible to determine the 
amount of real wealth back of each dollar used for school main- 
tenance. This is given for the cities of this group in the following 
table : 



196 THE UNIVERSITY OF THE STATE OF NEW YORK 

Table 47 
Real wealth back of each dollar used for school maintenance, 1917 

CITY AMOUNT 

Syracuse $241 

Albany 232 

Poughkeepsie 225 

Amsterdam 216 

Yonkers 202 

Niagara Falls 201 

New Rochelle I77 

Troy 171 

M Binghamton 170 

Jamestown 167 

Auburn 165 

Utica 160 

Schenectady 136 

Mount Vernon 136 

Elmira 135 

Average $176 

From this table it is observed that the real wealth back of each 
dollar used for school maintenance in the city of Utica is somewhat 
below the median of the group, Utica's rank being number 10 in the 

group of fifteen cities. It is also observed that the median for the 
group of 15 cities which is $170 is less than the median of the 

group of twenty-three cities given in table 38, the median for the 
larger group being $176. 

The per capita tax levy in each of the fifteen cities of the group 
is given in the following table: 

Table 48 
Per capita tax levy, 191 7 

CITY , AMOUNT 

New Rochelle . .' $36-95 

Yonkers 35 • 18 

Mount Vernon 32. 19 

Albany 27.03 

Niagara Falls 25.97 

Syracuse 23.67 

Poughkeepsie 23 . 23 

M Binghamton 23 . 12 

Troy I 22 . 01 

Schenectady 21 . 35 

Utica 20.85 

Auburn 20.47 

Elmira 20.44 

Jamestown 19.22 

Amsterdam 15. 18 

Average $24.46 



REPORT OF THE UTICA SCHOOL SYSTEM I97 

It appears from this table that the per capita tax levy in Utica 
is relatively low. The average for the group is $24.46, which is 
$3.61 higher than that for Utica. On the basis of the per capita 
tax levy Utica is number 1 1 in the group. 

It is observed that the per capita tax levy in this group is con- 
siderably higher than in the group of twenty-three cities given in 
table 39. The average for this group is $24.46 as compared with 
an average of $20.41 for the twenty-three cities. The median for 
this group is $23.12 while the median for the larger group is $19.39. 
While the rank of Utica in the larger group is above the median, 
in the smaller group its relative position is much lower. 

To present a comparison between the cities of the group showing 
the tax levy per $1000 based on the estimated true value of prop- 
erty, the following table is given : 

Table 49 
Estimated true value of tax levy per $1000, 1917 

^^'^^ VALUE 

T^°y • • $34-62 

Auburn ^q c j 

Schenectady 28 87 

New Rochelle , 27 04 

Utica '.'.■'.^■:^^' ■.■.■.■ ■.'.;.■ 26*95 

Binghamton 2=5 . 00 

Mount Vernon 2'? 02 

M Elmira 23.73 

Niagara Falls 22.61 

A^'^any ■ ; ■ ■ 22.54 

Yonkers 22.43 

Amsterdam 21 07 

Jamestown ''''.''.'.'..'..'.'.' 2o's2 

Syracuse j^j^j 

Poughkeepsie j^^^, 

Average ..$24.60 

It will be observed from the preceding table that in Utica the 
general property tax rate based on the estimated true value of 
property is somewhat above the median for the group, the median 
being $23.73 while the estimated true value of tax levy per $1000 
for the city of Utica is $26.95. In comparison, therefore, with the 
other cities of New York, Utica occupies a relatively high rank in 
respect to the estimated true value of the tax levy. 

In this table the estimated true value of the tax levy per $1000 
varies from $19.47 to $34.62. It may be observed that in the group 



198 THE UNIVERSITY OF THE STATE OF NEW YORK 

of twenty-three cities discussed earlier in the chapter, the estimated 
true value of the tax levy per $1000 varies from $12.50 to $34.62, 
the median for the group of these twenty-three cities being $18.80. 
Thus, in every city of the group of fifteen cities in New York, the 
estimated true value of the tax levy is above the median of the group 
of twenty-three cities ; and the rank of Utica, whose estimated true 
value of tax levy is number 5 in the group of fourteen cities, is 
number 3 in the group of twenty-three cities. It has also been 
observed that in the group of twenty-three cities the five cities from 
New York are the five highest in rank in the estimated true value 
of the tax levy. The cost of government in these cities is unusually 
high. The general property tax, therefore, for all governmental 
cost payments is apparently higher in the cities making up the group 
of fifteen from New York than in the group of twenty-three cities 
from the various states. 

As the interest charges must be met through the general property 
tax, it may be well to note the comparative figures given in the 
following table showing the net debt per capita of the cities in this 

group for 1917 : 

Table 50 

Net debt per capita, 1917 

CITY AMOUNT 

Mount Vernon $111.84 

Yonkers 92-77 

New Rochelle 84. 72 

Niagara Falls 83.36 

Elmira 72.51 

Albany 69.38 

Syracuse 63.98 

M Troy 62.07 

Jamestown 48.31 

Schenectady 45-28 

Binghamton 38.39 

Utica 31-97 

Amsterdam 30-42 

Poughkeepsie 17.20 

Auburn 14.29 

Average $57-77 

In this group of cities the net debt per capita is the largest in 
Mount Vernon, where it amounts to $111.84, and the smallest in 
Auburn, where the net debt per capita is $14.29. Utica is num- 
ber 12 in the group with a net debt per capita of $31.97. The median 
for the cities of this group is $62.07. In comparison, therefore, with 



REPORT OF THE UTICA SCHOOL SYSTEM 



199 



the cities in this group the net debt per capita in Utica is low, as 
only three cities in the group have a lower rank in this respect. 
Utica occupies relatively a similar position in the group of twenty- 
three cities as may be observed from table 41. It may be noted that 
while the median for the net debt per capita for the fifteen cities 
in New York is $62.07, the median for the group of twenty-three 
cities in other states is $41.60. Utica more nearly approaches the 
average of the net debt per capita in the group of twenty-three cities 
than in the group of fifteen cities in New York. 

It is of interest in view of the comparisons which have already 
been made in this chapter between the two general groups of cities 
to analyze somewhat more in detail the expenditures within the 
school systems of the New York cities. In the table below is given 
the distribution of each dollar of the total current expense for each 
city. This is divided into general control, expenses of instruction, 
operation of school plant, maintenance of school plant, auxiliary 
agencies, and fixed charges. The cities have been arranged alpha- 
betically in the list. 

Table 51 

Distribution of each dollar of total current expenses for 1917-18 



GENERAL 


EXP. OF 


school' PLANT 


AUXIL- 


FIXED 






CONTROL 


INSTRUC- 






IARY 


CHARGES 




TION 


Opera- 
tion 


Main- 
tenance 


AGENCIES 




.025 


.760 


• 155 


.030 


.029 


.001 


.049 


.732 


.130 


.027 


.042 


.020 


.041 


.727 


.153 


.036 


.015 


.027 


.027 


.738 


.160 


.028 


.030 


.017 


■ 037 


.737 


.164 


.030 


.018 


.014 


.040 


-7IS 


.167 


.050 


.019 


.009 


.047 


.716 


.117 


.038 


.066 


.016 


.032 


• 756 


.137 


.033 


.033 


.009 


.035 


.750 


. 129 


.042 


.021 


.023 


.056 


.685 


.161 


.040 


.028 


.030 


.028 


.720 


.148 


.033 


.044 


.027 


.024 


.769 


.112 


.046 


.029 


.020 


.033 


.755 


.159 


.018 


.028 


.007 


.031 


■739 


.158 


.034 


.017 


.021 


.031 


.785 


.117 


.045 


.016 


.006 


10 


7 


6 


8 


13 


5 



TOTAL 
CURRENT 
EXPENSES 



Albany 

Amsterdam . . . 

Auburn 

Binghamton . . 

Elmira 

Jamestown 

Mount Vernon 
New Rochelle . 
Niagara Falls . 
Poughkeepsie . 
Schenectady. . 

Syracuse 

Troy 

Utica 

Yonkers 

Utica 's rank. . 



1. 00 
1. 00 
1. 00 
1. 00 
1. 00 
1. 00 
1. 00 
1. 00 
1. 00 
1. 00 
1. 00 
1. 00 
1. 00 
1. 00 
1. 00 



Utica is number 10 or somewhat below the median in percentage 
of expenditures for purposes of general control. For the operation 
of the school plant these cities use from 11.2 per cent to 16.7 per 
cent of the total current expenses. Utica uses 16 per cent and 
ranks number 6. It is the judgment of those making the survey 
that the money expended for the operation of the school plant does 



200 THE UNIVERSITY OF THE STATE OF NEW YORK 

not bring the largest possible return. A more efficient program for 
the supervision of buildings and direction of the janitorial v^ork is 
needed. In the maintenance of the school plant, Utica holds a 
median rank, being number 8 in the group. In expenditures for 
auxiliary agencies Utica's percentage is very low, number 13 among 
the fifteen cities. In other words, in expenditures for books for 
libraries, medical inspection, community centers, social centers, 
recreation and other auxiliary activities, Utica's rank is very low, 
only two cities of the group showing a lower percentage of expendi- 
tures for these purposes. The rank given at the foot of the table 
shows the relative position of Utica as compared with the different 
cities. 

The table gives some interesting facts with regard to the per- 
centage of funds used for instruction purposes. It is observed that 
in all the cities of the group there is a rather striking ratio which 
this part of the budget bears to the total school costs. The exper-^es 
of instruction in these cities are between 68.5 per cent and 78.5 
per cent of the total expenditures for school maintenance. The 
following table gives this percentage for each city of the group : 

Table 52 
Percentage of maintenance expenses used for instruction purposes 

CITY PER CENT 

Yonkers 78-5 

Syracuse 76-9 

Albany 76.0 

New Rochelle 75-6 

Troy 75-5 

Niagara Falls 75 -O 

Utica 73-9 

M Binghamton 73-8 

Elmira 1Z-7 

Amsterdam 73-2 

Auburn 72.8 

Schenectady 72-0 

Mount Vernon 71 -6 

Jamestown 7i • 5 

Poughkeepsie 68.5 

It may be observed that Utica is slightly above median rank in 
the percentage of school maintenance expenditures used for instruc- 
tion purposes. 

It was stated in the chapter on the teaching staff that the number 
of pupils in average daily attendance per teacher was normal in 



REPORT OF THE UTICA SCHOOL SYSTEM 201 

the elementary grades and in the high school. In order to show 
the instruction (salary) cost per pupil in average daily attendance 
in the elementary grades and in the high school, tables 53 and 54 
have been prepared. Table 53 shows the salary cost per pupil m 
the elementary grades in the fifteen cities. 

Table 53 

Salary cost per pupil in average daily attendance 1917-18, in elementary 

schools 

AMOUNT 
CITY 

Troy $40.15 

New Rochelle ^^'^'^ 

Yonkers ^'^ '^ 

Mount Vernon ^"^'^^ 

Utica 33-23 

Elmira 33-02 

Albany 32-65 

M Schenectady 31-54 

Binghamton "^,^8 

Auburn ^^' ^ 

Niagara Falls ^' ' 

Syracuse ^ 

Jamestown 23 . 37 

Amsterdam ' ^ 

Poughkeepsie ° " 

The salary cost per pupil in these cities varies from $40.15 m 
Troy to $20.81 in Poughkeepsie. Utica's rank in this respect is 
somewhat above the median. The salary cost per pupil in average 
daily attendance in Utica is $33.23 or $1.69 above the median for 

the group. 

In table 54 is given the salary cost per pupil in average daily 
attendance in the high schools in the fifteen cities : 

Table 54 
Salary cost per pupil in average daily attendance in high school, 1917-18 

CITY ^^°^^^ 

Yonkers ^f'f^ 

Binghamton • • • ■ • ^"^^ 

New Rochelle ^-^3 

Mount Vernon ^6.85 

Albany 69.16 

Utica ^5-^3 

Niagara Falls ^^'^S 

M Syracuse 01 . 73 

Auburn ^^'^3 



202 THE UNIVERSITY OF THE STATE OF NEW YORK 

CITY AMOUNT 

Schenectady $60.52 

Jamestown 57-75 

Troy 54.68 

Amsterdam Si-35 

Elmira 46 . 58 

Poughkeepsie 43 ■ 05 

It will be observed that in the salary cost per pupil in average 
daily attendance in the high school, the rank of Utica is number 6 
in the group of fifteen cities, which is only one position lower than 
the position of Utica in table 53, in which is given the salary cost 
per pupil in the elementary grades. Utica is therefore number 7 
in the group in the percentage of expenditures used for instruction 
purposes, number 6 in the salary cost per pupil in the high school 
and number 5 in the salary cost per pupil in the elementary grades. 

Taking all schools of the city as a whole, the salary cost per 
pupil in average daily attendance in Utica is $36.41. In this com- 
parison Utica is number 8, or the median, in the group of fifteen 
cities. The salary cost per pupil in vocational subjects is of interest 
only in that Utica, although an industrial city, offers no vocational 
courses. 

Table 55 

Salary cost per pupil in average daily attendance 1917-18 

CITY VOCATIONAL ALL SCHOOLS 

New Rochelle $45.96 

Yonkers $146.70 44.63 

Troy 151-75 44-01 

Mount Vernon 87.42 41.28 

Elmira 161.37 37-76 

Albany 136.95 37-71 

Binghamton 71-85 37-24 

M Utica 36.41 

Schenectady 59-17 34-88 

Auburn 34-50 

Niagara Falls 31.07 

Syracuse 30.45 

Jamestown 68.18 28.71 

Amsterdam 92.53 25.81 

Poughkeepsie , 25 . 15 

Among the conditions mentioned in earlier chapters, which con- 
tribute to Utica's median position, is the fact that the salary schedule 
although not high has resulted in a more satisfactory median salary 
than in some of the other cities. 



REPORT OF THE UTICA SCHOOL SYSTEM 203 

On the basis of cost of instruction Utica holds a median position. 
It is apparent, however, that the low rank of Utica in the percentage 
of expenditures for auxiliary agencies emphasizes strongly what 
has been brought out in earlier chapters that many of the important 
activities of our more progressive school systems are given little 
attention or are entirely omitted in the program offered in the Utica 
schools. How can we defend a program which gives setting-up 
exercises for a brief drill at the beginning of the class period, but 
gives no attention to the recreation period or the playground activi- 
ties? A school policy which leaves to the good will of a benevolent 
organization the support and supervision of summer playgrounds 
is most short-sighted.^ Without doubt public spirit would give every 
support to a complete program for the equipment of playgrounds 
in connection with every school in the city. All recreational activi- 
ties and vacation schools should be organized and supervised by the 
public school authorities. Community centers and social center 
activities are given too little attention and too little support by the 
public school authorities. 

The anaij^sis of expenditures shows that little expenditure has 
been made on industrial and vocational work. Manual training has 
been given incidentally in the higher grades. 

Summary 

Utica shows a median rank among the cities of New York in 
respect to the percentage of general city departmental expenses used 
for school maintenance. This rank, however, is relatively low, as 
the New York cities show a very low percentage in this respect in 
comparison with cities of the same class in other states. Utica does 
not use a reasonable percentage of city maintenance funds for her 
educational needs. 

The cost of maintaining the schools in Utica for the school year 
1 91 7-18 was $50.96 for each pupil in average daily attendance, 
which was considerably below the average for the New York group. 
Even a median position in support of public education is by no 
means a satisfactory standard. 

Utica is not a wealthy city. In comparison with the cities of the 
two groups Utica's rank in the per capita real value of property is 
low. It also ranks low in the real wealth back of each dollar used 
for school maintenance. 



^ Since this report was prepared all plaj-ground activities have been organ- 
ized under a municipal playground commission. 



204 THE UNIVERSITY OF THE STATE OF NEW YORK 

In the amount of the tax levy per capita Utica has a median rank 
among the twenty-three cities, and a low rank in the New York 
group. The tax levy per $1000 based on the estimated true value 
of property is high in the group from various states, as is true of 
all the New York cities, but Utica's rank is below the average in 
the New York group. 

The net debt per capita in Utica is very low, showing that the 
financial burden due to bonded indebtedness must be very light. 

The cities of New York seem to be spending too much money 
on the general departments of city government in comparison with 
the amounts expended for the maintenance of schools. In cities 
of the size of Utica in other states from one-third to one-half of 
the payments for general city departmental purposes are for school 
maintenance, while in the New York group the average is below 
one-third. 

On the basis of cost of instruction, Utica holds a median position 
among the cities of New York. For auxiliary agencies, including 
medical inspection, community centers, recreational activities and 
other purposes, the low rank of Utica indicates that adequate pro- 
vision is not made. 

The increase in school maintenance costs in the cities of New 
York from 1916 to 1918 has been exceedingly small as compared 
with the increase in maintenance cost of other activities. 

The average parent is not satisfied with mediocre school con- 
ditions. Excellent schools can not be maintained without a reason- 
able expenditure. Utica's median rank in this respect does not 
indicate a progressive and constructive school policy. A broad 
educational program would insure needed modern school accommo- 
dations for all the children of the city and enrich the school curri- 
culum so as to meet the diversified demands of the community. This 
could be carried forward without any undue financial burden. The 
school system is one of the most important activities of any com- 
munity. The public should insist that there be a constructive educa- 
tional program and that a reasonable share of the public funds be 
used in its support. 




School i8 
Of verj^ little value for school purposes. One of the poorest buildings 
of the city. Adjacent to railroad yards. No playground. Should be 
abandoned. 




Should be abandoned, 
one-room building. 



The Prospect School 

Needs have far outgrown the capacity of this 



II 

HEALTH EDUCATION 
The general administration of the school medical inspection and 
physical training laws is under the direction of the superintendent 
of schools and the regulations of the board of education relative 
to this field are administered by him. This is done through the 
agencies of the school medical inspectors, the school nurses, a 
supervisor of physical training and the regular teachers. Tvi^o 
members of the present board of education are physicians, one of 
whom is the committee on hygiene of the board of education. 
Matters pertaining to health and sanitation are referred by the 
board to this committee on hygiene. Both of the physicians, how- 
ever, cooperate to contribute to the successful administration of 
the work. The plan of organization of the health education work 
in Utica is as follows: 



Board of Education 



Committee on Hygiene 



Superintendent of Schools 



Three 

School Medical 

Inspectors 



Three 
School Nurses 



One 

Supervisor of 

Physical Training 



Teaching Staff 



Three school medical inspectors are employed in the public 
school system. One renders full-time service while two are 
employed on half time. The medical inspector giving full time to 

[205] 



206 THE UNIVERSITY OF THE STATE OF NEW YORK 

the schools devotes to the service the hours from lo a. m. to 12 m. 
and from 1.30 to 3.30 p. m. He receives an aimual compensation 
of $2250. Beyond the hours of service mentioned, he is subject 
to call to meet emergencies which may arise at any other time. 

The two other school medical inspectors serve from 9.30 to 11.30 
a. m. and from 1.30 to 3.30 p. m., respectively, on school days. 
These inspectors each receive an annual compensation of $1000. 
The full-time medical inspector has charge of one-half of the 
schools of the city while the part-time physicians look after the 
other schools. 

Each medical inspector has a definite schedule of assignment 
throughout the week. As an illustration of the method of assign- 
ment, the following weekly program of the full-time medical 
inspector may be noted: 

Typical Schedule of School Medical Inspector 
Days School 

Monday A.M Brandegee 

P.M. Potter 

Tuesday A.M Mandeville 

Francis 

P.M Wetmore 

Wednesday A.M '. . Academy 

P.M Number 18 

Thursday A.M Brandegee 

" P.M Miller 

Friday A.M Wetmore 

Prospect 

P.M South 

Union 

The medical inspector on reaching the school gives attention to 
such pupils as are sent to him by either the school nurse or the 
classroom teachers. An effort is made to have each pupil in the 
city schools examined at least once each year by either the school 
medical inspector or the school nurse. That this is not fully 
accomplished is shown by the summary for the year's work given 
later in the chapter. Monthly reports are submitted to the super- 
intendent of schools by each of the medical inspectors as to the 
examinations made, conditions found and results. This report also 
includes inspections and other service rendered by the school nurse. 

Instructional literature issued under the direction of the school 
medical inspectors has been found very helpful. Among these 
circulars were the following : " The Hygiene of the Class Room," 
" Suggestions to Parents," " Suggestions for Guidance of Teacher." 
These various pamphlets or leaflets are utilized by both the medical 
inspector and school nurse and have been found to be practical 
and useful in both the school and the home. 



REPORT OF THE UTICA SCHOOL SYSTEM 207 

Three full-time school nurses are employed. These nurses give 
all their time to the service. The entire day is spent visiting the 
schools, and home visits are made on Saturday mornings. The 
salary paid each nurse is $1080 a year. The school physician is 
always accompanied by a nurse during his inspectional work. The 
nurses do not specialize in any feature of the work. Definite school 
assignments are made to each nurse to cover the week's program. 

The nurse is required to submit weekly reports as to her work 
to the medical inspector of schools, who in turn reports to the 
superintendent of schools. The principal of each school also 
reports to the superintendent as to the visitation and services of 
the school nurse. 

School medical inspection is of value largely not because of the 
mere inspectional service but rather in terms of the corrective 
results which follow efficient service of this character. Through 
the efforts of the school physicians and the school nurse, much 
corrective work is done. Parents are notified by the medical 
inspector and the school nurse of existing defects and are requested 
to see that prompt and proper attention is given. In many instances 
this is done, especially in American families. Oftentimes, the 
foreign parents give little or no heed to such notifications. If, 
after a reasonable time, it is found that no attention has been 
given to the notice, the school nurse visits the home, explains the 
child's condition to the parents and endeavors to see that needed 
attention is given so that the physical defects may be corrected. 
Where the parents are unable to give these matters necessary 
attention, a signed request is issued by the parent to the school 
nurse to have the necessary treatment given. The school nurses 
continue periodically to visit cases which have not been given proper 
corrective treatment. By this plan, many cases are given the 
necessary care and with very definite permanent results. 

Agencies Cooperating 

There are several agencies in the city of Utica cooperating for 
the relief or follow-up work needed in connection with the health 
education work. 

The Utica Dental Dispensary, though under the direction of the 
city authorities, is utilized almost entirely in caring for the teeth 
of school children. During the year ending July 31, 1917, 3447 
treatments were recorded. A dentist paid by the city is in charge 
of the dispensary. 



208 THE UNIVERSITY OF THE STATE OF NEW YORK 

The following schedule of dispensary clinics is conducted by the 
Utica Medical and Surgical Dispensary and is available to the 
school children of Utica: 

Surgery Mon. Tue. Wed. Thur. Fri. Sat. 11-12 m. 

Medicine Mon. Fri. lo-ii a.m. 

Children Wed. Sat. 2- 3 p.m. 

Gynecology Mon. Thur. 2- 3 p.m. 

Orthopedic Tue. Sat. 2- 3 p.m. 

Skin Tue. 2- 3 p.m. 

Eye refractions Thur. 2 p.m. 

Ear, nose, throat 1 Tue. Sat. 8.30 a.m. 

Sore eyes J 

Tuberculosis Tue. Fri. 8.30 a.m. 

This offers an excellent opportunity to deal with both medical 
and surgical cases. For instance, during the school year 1916-17, 
296 cases were reported as having been treated for defective nasal 
breathing and 788 for enlarged or diseased tonsils. 

A tuberculosis clinic is under the direction of the local tuber- 
culosis committee, which bears the entire expense of its adminis- 
tration. Suspicious cases are referred to the clinic for a careful 
physical examination as well as for the tuberculin test. 

Through the cooperation of the Associated Charities, glasses are 
furnished free to deserving school children where such are found 
to be needed. Last year 367 children with defective vision were 
reported as having received treatment, which probably indicated 
that glasses were furnished for that number. 

The city department of health and the medical inspection divi- 
sion of the city schools have an unusual opportunity to work in 
close cooperation. There should be a definite and clear under- 
standing between these two city health agencies. With close 
cooperation, unusual results should be accomplished. 

The Agency for Dependent Children, the City Hospital, and the 
Faxton Hospital have been very willing to cooperate in extending 
relief to deserving children. In the Faxton Hospital, two free 
beds are maintained for cases among needy children. 

Two open-air schoolrooms are maintained by the board of edu- 
cation. There are approximately twenty-five pupils in each room. 
None of these children is supposed to be tubercular. They are 
simply suspected cases. The children are selected by a committee 
representing the local Anti-Tuberculosis Association. A special 
teacher is in charge of each room. The children are given a 
specially prepared lunch at noon. They not only have a rest at 
midday but are given special consideration as to their physical con- 



REPORT OF THE UTICA SCHOOL SYSTEM 2O9 

dition. These children frequently gain more rapidly than do others, 
both mentally and physically. During the summer a camp is main- 
tained by the tuberculosis committee, to which many children are 
sent and with decided benefit to their health. 

Statistical Summary of Report for the Year Ending July 31, 1917 

Number of pupils registered 14,123 

Number of pupils examined during year 6,198 

Number of pupils found with defective vision 532 

Number of pupils found with defective hearing 94 

Number of pupils found with defective teeth 3 1457 

Number of pupils found with defective nasal breathing 296 

Number of pupils found with enlarged or diseased tonsils 788 

Number of pupils found with defective nutrition 90 

Number of pupils found with cardiac disease 63 

Number of pupils found with pulmonary disease 18 

Number of pupils found with nervous diseases 32 

Number of pupils found with orthopedic defects 24 

Number of pupils found with skin diseases or scalp conditions 545 

Number of pupils found with other defects 186 

Total number of defects found 6 , 425 

Number of pupils treated for defective vision 365 

Number of pupils treated for defective hearing 59 

Number of pupils treated for defective teeth 2 ,927 

Number of pupils treated for defective nasal breathing 185 

Number of pupils treated for enlarged or diseased tonsils 181 

Number of pupils treated for defective nutrition 7^ 

Number of pupils treated for cardiac disease 15 

Number of pupils treated for pulmonary disease 18 

Number of pupils treated for nervous diseases 31 

Number of pupils treated for orthopedic defects 12 

Number of pupils treated for skin diseases or scalp conditions 545 

Number of pupils treated for other defects 186 

Total number of defects corrected 4 > 604 

Equals 70 per cent 

The city might well afford to pay a sufficient salary to command 
the full-time service of a school medical inspector or health director. 
The city pays $4250 each year for services of school medical 
inspectors. There should be a health director paid a sufficient salary 
to command full time to supervise all health activities of the schools. 
If this were done, possibly one of the assistant school medical 
inspectors might be dispensed with. Some reorganization of this 
character would give the schools the benefit of thorough expert 
advice and direction on all health problems connected with the 
schools. 

Suitable medical inspection facilities, including office and rest 
room, should be provided for this work. In fact, every new public 
school building should include an adequate medical inspection 
room. This is essential to the proper administration of the work. 
This work can not be properly conducted in halls nor in rooms 



210 THE UNIVERSITY OF THE STATE OF NEW YORK 

used for other purposes. There must be adequate facilities. It 
would be helpful in Utica if a central office, adequately equipped, 
were provided for school health service. Such an office should be 
centrally located, preferably in the administration building, or in 
a centrally located school. 

The director of health education should meet his coworkers in 
conference frequently to receive personal reports of special cases, 
to review the work accomplished, to formulate definite plans for 
the future, and to acquaint the stafif with the progress of the work 
as well as the policy of its administration. 

The teachers of the city schools should receive regular and 
definite instructions from the health director as to how they can 
assist more effectually in conserving the health of teachers and 
pupils, in teaching health habits, and in improving the general 
sanitary conditions of the school plant. 

It would appear from a thorough examination of the health pro- 
gram in the city that an extra nurse might be employed to advan- 
tage and also one dental hygienist. With a slightly enlarged staff 
it might be well to designate one of the nurses as supervising nurse. 
This would probably contribute to the efficiency of the service. 
It is quite probable that some increased latitude might be permitted 
under this arrangement in planning the work, while a general 
schedule of visits is wise and should be carried on. 

There is need for some greater scope and freedom in order that 
necessary home visits may be given attention wherever necessary 
on days other than Saturday. When a school nurse finds that 
urgent school duties call her elsewhere than to the school scheduled, 
there should be provision whereby these needs may be taken care 
of. While the nurse should be in constant touch with each one of 
the schools, it is easy to make provision whereby a somewhat 
larger scope may be permitted. 

It would be well if first-aid or medicine cabinets were installed 
in every school containing necessary supplies for the treatment 
of accidents and minor skin diseases. 

The inadequacy of the present system of physical training has 
been covered in the general chaipter on supervision. This work 
must be broadened very extensively and increased opportunities 
offered before it can be said to be on a reasonably satisfactory 
basis. In this respect the work is seriously handicapped in both 
elementary grades and in the high school. 



APPENDIX I 

Age and progress records of pupils ir 

September 191 7 

Rapid progress 



in Utica graded schools, 



Potter 

Mandeville 

Union 

Bleecker 

Wetmore 

Albany 

Lansing . . 

Keman 

South 

Francis 

Miller 

Mary 

James Kemble 

No. 18 

No. 19 

No. 20 

No. 21 

Brandegee 

Prospect 

Deerfield No. i 

Deerfield No. 2 

Schools combined. 



Potter 

Mandeville 

Union 

Bleecker 

Wetmore 

Albany 

Lansing 

Keman 

South 

Francis 

Miller 

Mary 

James Kemble 

No. tS 

N-.. 19 

No. 20 

No. 21 

Brandegee 

Prospect 

Deerfield No. i 

Deerfield No. 2 

Schools combined. 



YOUNG 



No. 

in 

school 



4 
2 
8 
o 
6 
o 
I 
33 
5 
8 

17 

6 

46 

3 

8 

31 

5 
3 
o 
2 
3 



191 



Per 
cent in 
school 



.009 
.007 

•033 
.000 
.006 
.000 
.003 

■039 
.015 

.053 
■045 
.010 

•045 
.008 
.024 
.040 
.017 
• 003 
.000 
.100 
.024 



.0203 



NORMAL AGE 



No. 

in 

school 



3 

3 

17 

2 

19 
o 
o 

36 
9 
6 

18 
9 

51 
3 
8 

39 
4 
7 
o 
o 
4 



238 



Per 
cent in 
school 



.007 
.011 
.070 
.004 
.018 
.000 
.000 

•043 
.026 
.040 
.048 
.016 
.050 
.008 
.024 
.051 
.013 
.007 
.000 
.000 
.032 



•0253 



No. 

in 

school 



Normal progress 



4 

14 

2 

15 
2 
I 
6 

3 
6 

3 

7 

23 

7 

7 

29 

II 

9 
o 
o 
I 



158 



Per 
cent in 
school 



.018 
.014 
■ 058 
.004 
.014 
.006 
• 003 
.007 
.009 
.040 
.008 
.012 
.023 
.018 
.021 
.038 

•037 
.009 
.000 
.000 
.008 



.0168 



14 


•033 


86 


200 


31 


.072 


4 


.014 


68 


238 


35 


.122 


5 


.020 


38 


157 


46 


.190 


2 


.004 


51 


106 


34 


.070 


9 


.008 


134 


125 


100 


•093 


4 


.012 


91 


272 


40 


.119 


I 


.003 


55 


177 


25 


.080 


20 


.024 


202 


239 


81 


.097 


6 


.016 


63 


184 


31 


.091 


3 


.020 


52 


347 


16 


.106 


9 


.024 


156 


418 


2,7 


.099 


6 


.010 


122 


215 


43 


.076 


41 


.040 


277 


273 


120 


.118 


3 


.008 


133 


347 


26 


.067 


8 


.024 


127 


385 


19 


•057 


31 


.040 


238 


309 


78 


.101 


4 


.013 


98 


335 


27 


.092 





.000 


71 


075 


37 


.041 


II 


.166 


26 


393 


5 


.076 





.000 


8 


400 





.000 


I 


.008 


41 


328 


21 


.168 


182 


.0193 


2 137 


2274 


852 


.0907 



[211] 



212 



THE UNIVERSITY OF THE STATE OF NEW YORK 



Slow progress 



No. 

in 

school 



Per 
cent in 
school 



NORMAL AGE 



No. 

in 

school 



Per 
cent in 
school 



No. 

in 

school 



Per 
cent in 
school 



Potter 

Mandeville 

Union 

Bleecker 

Wetmore 

Albany 

Lansing 

Keman 

South 

Francis 

Miller 

Mary 

James Kemble 

No. 18 

No. 19 

No. 20 

No. 21 

Brandegee 

Prospect 

Deerfield No. i 

Deerfield No. 2 

Schools combined. 



.005 
.000 
.000 
.002 
.006 
.000 
.000 
.003 
.006 
.007 
.016 
.003 
.002 
.005 
.000 
.007 
.000 
.000 
.015 
.000 
.000 



60 
29 
II 

47 
122 

39 
30 
115 
43 
13 
31 
43 
81 

65 
54 
72 

33 

78 

5 

2 



•139 
.101 

•045 
.098 
.114 
.116 
.096 
.136 
•125 
.087 
.082 
.076 
.080 
.170 

•159 
.094 

•113 
.080 
.076 
.100 
.056 



223 
141 
102 
344 
659 
159 
197 

348 
181 

45 
98 

330 
375 
141 

lOI 

245 

IIO 

753 

18 

8 

47 



•517 
•493 
•423 
.712 
.616 
■475 
•635 
.412 
■ 528 
.300 
.263 
.581 
•369 
.368 

•304 
.318 

•377 
•783 
.272 
.400 
•376 



31 



• 0033 



1043 



4 625 



.4922 



REPORT OF THE UTICA SCHOOL SYSTEM 



213 



O4 
CO 





m 




t^ Tt fO 


't 




1 


"3 




00 r- PO 


Ov II 







m M vo 


m 


in 







CO lO 




a 


H 






Oi 








>n t~ 


PI 




1 




H 


M 00 t^ 




i-i 


GJ 








S 


13 








bo 


a 




00 ro ■* 


m 


M«' 


feo 


■< 


-:(-■* 00 


^ 


M 


^ 












N « (-0 






00 


« 


'ta 


0\ 


.2 " 










- 






r^ r* m 











H 


w ^0 





I" 


JJ 


M N ^ 


t^ 


C <n 


■d 








Dra 


rt 




t^ in M 


m 


+^ P. 


ho 


<: 


vO 000 


m 




^ 










N ^ 





t^ 


P3 


m-o ■* 




-(J 






II 






ro i>oo 


00 


l-< 



(U 


H 


NO 





^ 


-d 

nj 




II 




N M m 







fe 
^ 


<i 


vO O\Q0 


3 


"o 






HO m 


(N 


>o 


ra 


mo ^ 


■* 


■H 00 




M n 


m 


Ooo 














n 0\ rn 


m 






(N ino 


^ 


(U 


H 


H cq t^ 


M 


ws OJ 


•d 










c3 




■*M CM 


r^ 


<J 


000 


^ 


iH CO 




M m 






10 










aoo M 


00 






pq 


M t^O 









W ^ 










tM MO 


0\ 








I> ^00 


Ov 






H 


moo 


N 




QJ 






H 


"2 


-d 










00 


^ 


0! 


bO 


< 








t/i *"* 


■5f 








^ 




^M 


»n 


<u 




eq 


D M m 





H 














1^ 0\0 


M 








^ t^O 


o< 






i-i 


moo 






^ 
1 






•^ 






0\ ■*■* 


t^ 




bo 


< 


IM M N 



m 


^ 


•d 










00 in<M 


in 


•is, 




m 


MO ■* 


p« 






m t- m 


in 


H H 











s 




H 


^a 


■* 


Eh 


•d 








00 H 0> 


00 




bO 


< 


M N t^ 
M Tt 







-d 












m^o 


t^ 






pq 


t^ 


00 






m •* 


t- 
















N Oi m 


■* 


Gj 






t^ m 


m 


So 




H 


Oi 





op 












N m 


m 


CO H 


l-l 

bo 


<: 


00 m 
H m 


m 


fe 


M 










m 


o> 


H 






OvO 


a 






PQ 


00 •* 


" 


to 
































"o 

































^ 

























■ ■ 






tS 






m S . 






2 

bo 

1 
5 






g bom 

tf 










a 


:z 


M 







214 THE UNIVERSITY OF THE STATE OF NEW YORK 

In these age and progress records the standard used is one that 
has been recommended by the Superintendents Council for use 
in the State of New York and which has already been adopted and 
used by a large number of cities in the State. 

According to this standard the child is supposed to enter first 
grade not earlier than the first half nor later than the second 
half of his sixth year, and after spending eight years in the school 
to finish the grammar school before he is 15 years old. 

The age for beginning and the time spent in preparing for the 
beginning of each grade is as follows : 

Age for beginning 

I B 6 or 6| years 

1 A 6J or 7 years 

2 B 7 or 7^ years 

2 A 7^ or 8 years 

3 B 8 or 8^ years 

3 A 8j or 9 years 

4 B 9 or gi years 

4A 9|orio years 

5 B 10 or 10^ years 

5 A io| or 1 1 years 

6B II or III years 

6 A Ill or 12 years 

7 B 12 or 12I years 

7 A 12I or 13 years 

8 B 13 or 13I years 

8 A 13I or 14 years 



According to this schedule, ages are considered as of the nearest 
birthday. Example : Any pupil whose date of birth falls between 
June I, 1 91 2, and December i, 191 2, is considered 5 years of age 
on September i, 1917. 

Normal time spent in preparing: For iB, o terms; lA, i term; 
2B, 2 terms ; 2A, 3 terms ; 3B, 4 terms ; 3A, 5 terms ; 4B, 6 terms ; 
4A, 7 terms; 5B, 8 terms; 5A, 9 terms; 6B, 10 terms; 6A, 11 
terms; 7B, 12 terms; 7A, 13 terms; 8B, 14 terms; 8A, 15 terms. 

This record divides the children of the city into young, normal 
and overage groups, and also into rapid, normal and slow-progress 
groups, on the basis of the child's age and the number of terms 
taken to complete the work of the grades. 



REPORT OF THE UTICA SCHOOL SYSTEM 



215 



X 

I— I 

Q 

Ph 



o 



CO 

O 

1 — 1 

m 
to 



000000000 10 

irjioO'O^ 100^^ J^ 



ooooooooo»p 

lOiOOvOvO o o^^ t^ 
i-H CO CO c<3 



0100000>000»0»DO 
10 M O O 00 10 t^\0 VO J-- t^ "^ 
C) 0) 1-1 ^» C>) 



O'OOOOOl'JOOiOiOCS 

10 IN o o 00 10 t^\o \o r^ t^ 10 

0) C4 1-1 P> C) 



OOOOOOiOOOOOOO 
to O to O 00 10 t^ t^vO On O lO 10 
fvj 1-1 1-1 1-1 CN ^ 



O O 10 »0 lO 10 o 
10 o r^ t^ r^ t~- "^ 



100 o o »o 



o o o tOiO 
10 10 O t^ t^ 

in M 



000 
10 o o 



"8 w) 
fc.S 



-d a, 

3 Ah (-< t^ 



O rt H^ fin Ph O < IZ 



M 


M 


w^ 


U 


^ 


a 






n 


u 


d 




-8 

3 









-*-• 


K^ 


^ 


•a 





Tl 


1 


a 


1 


nJ 


■ hi 


w 


■ C 




^ ^ 


(1) 


P) 


« 



a 









^ a 

I 2 

a; " 

Q -p 






>. 

^ 



M 
^ 



s a 



c 

C 

'.3 
o 
o 


bo 



^ 

§ 
^ 









c3 



w ^ t> . 
^^^^ 

.S _2 'U w 

-s '-' "" 2 

•>5 -^ 'S w 



5 



2l6 THE UNIVERSITY OF THE STATE OF NEW YORK 



Courtis Standard Research Tests 

ARITHMETIC. TEST No. i. ADDITION 
Series B. Form 3 

You will be given eight minutes to find the answers to as many of these 
addition examples as possible. Write the answers on this paper directly under- 
neath the examples. You are not expected to be able to do them all. You will be 
marked for both speed and accuracy, but it is more important to have your 
answers right than to try a great many examples. 



339 


799 


952 


937 


489 


789 


872 


309 


276 


584 


397 


274 


877 


555 


657 


964 


977 


135 


535 


468 


482 


342 


329 


67.^ 


861 


647 


669 


836 


645 


908 


794 


437 


757 


624 


386 


323 


761 


471 


563 


338 


698 


512 


974 


485 


598 


896 


128 


591 


269 


146 


458 


357 


352 


123 


856 


636 


136 


699 


702 


925 


431 


637 


962 


704 


322 


109 


397 


819 


367 


254 


287 


119 


125 


473 


782 


485 


781 


602 


761 


656 


767 


318 


403 


539 


945 


770 


978 


282 


632 


2^2 


555 


285 


574 


358 


820 


878 


306 


857 


688 


147 


497 


625 


747 


390 


290 


425 


349 


875 


926 


348 


504 


614 


949 


693 


814 


387 


832 


584 


939 


563 


883 


469 


397 


126 


668 


992 


485 


207 


418 


954 


966 


604 


303 


645 


268 


791 


574 


346 


329 


418 


729 


377 


356 


138 


595 


399 


907 


735 


246 


356 


250 


845 


303 


275 


293 


354 


357 


409 


707 


372 


587 


583 


468 


512 


400 


970 


442 


689 


281 


777 


272 


695 


579 


648 


991 


835 


776 


841 


753 


849 


782 


593 


697 


426 


642 


656 


836 


402 


691 


861 


754 


745 


624 


924 


969 


987 


968 


938 


836 


813 


958 


365 


637 


298 


834 


223 


788 


197 


139 


463 


293 


128 


125 


555 


177 


686 


Name 




Tl 


Age last hirthdnv 












boy or 


girl 






School 






. . Grade . . 




. . . . Room . . 






City 




State 




.Date 







REPORT OF THE UTICA SCHOOL SYSTEM 



217 



ARITHMETIC. TEST No. 2. SUBTRACTION 

Series B. Form 3 

You will be given four minutes to find the answers to as many of these sub- 
traction examples as possible. Write the answers on this paper directly under- 
neath the examples. You are not expected to be able to do them all. You will 
be marked for both speed and accuracy, but it is more important to have your 
answers right than to try a great many examples. 



102142649 
70428369 



91885637 
78379474 



87168558 
28712470 



78052979 
53180508 



104282790 
82189142 



103576851 
68206939 



128727016 
78446467 



103402681 
39072185 



I 66445 I 44 
92370981 



92419377 
76185529 



66543809 
50969657 



139946090 
56855354 



104005367 
69032848 



145832674 
67519824 



1 1 7362829 
53406479 



59709356 
38783059 



107335579 
73251951 



1 80285140 
97516829 



69058074 
19287549 



I 17260448 
62456180 



91974723 
33457690 



159713482 
65027308 



118229101 
26037484 



85509051 
68901 102 



21 8 THE UNIVERSITY OF THE STATE OF NEW YORK 



ARITHMETIC. TEST No. 3. MULTIPLICATION 

Series B. Form 3. 

You will be given six minutes to work as many of these multiplication 
examples as possible. You are not expected to be able to do them all. Do 
your work directly on this paper; use no other. You will be marked for both 
speed and accuracy, but it is more important to have your answers right then 
to try a great many examples. 

9237 4568 6845 3297 7239 

27 85 63 49 36 



8564 2397 5468 4592 8367 

94 580 72 206 95 



5429 7863 2459 3786 6873 

48 73 59 84 62 



9245 2739 8645 7923 4865 

37 208 65 470 93 



3792 6548 5846 9723 2549 

39 82 74" 56 19 



REPORT OF THE UTICA SCHOOL SYSTEM 



219 



ARITHMETIC. TEST No. 4. DIVISION 

Series B. Form 3. 

You wiU be given eight minutes to work as many of these division examples 
as possible. You are not expected to be able to do them all. Do your work 
directly on this paper; use no other. You will be marked for both speed and 
accuracy, but it is more important to have your answers right than to try a 
great many examples. 



26)7306 



74)66822 



38)10640 



95)88445 



62)25172 



47)35297 



83)62250 



59)27199 



47)12267 



84)34356 



36)17676 



85)22100 



74)62900 



95)80845 



26)18278 



98)71638 



37)17797 



53)16271 



29)13920 



74)27454 



64)16640 



93)24273 



62)31558 



59)34869 



220 THE UNIVERSITY OF THE STATE OF NEW YORK 

APPENDIX 3 
Tests Used in Measuring Advancement of Pupils 

The Kansas Silent Reading Test 

For Grades 3, 4 and 5 

City State Date 

Pupil's name Age Grade. . . . 

School Teacher 



Directions for Giving Tests 

After telling the children not to open the papers, ask the children on the front 
seats to distribute the papers, placing one upon the desk of each pupil in the class. 
Have each child fill in the blank space at the top of this page. Then make clear 
the following: 

Instructions to he read by teacher and pupils together 

This little five-minute test is given to see how quickly and accurately pupils 
can read silently. To show what sort of game it is, let us read this: 

Below are given the names of four animals. Draw a line around the 
name of each animal that is useful on the farm : 

cow tiger rat wolf 

This exercise tells us to draw a line around the word, cow. No other answer 
is right. Even if a line is drawn under the woVd cow, the exercise is wrong, and 
counts nothing. The game consists of a lot of just such exercises, so it is wise to 
study each exercise carefully enough to be sure that you know exactly what you 
are asked to do. The number of exercises which you can finish thus in five 
minutes will make your score, so do them as fast as you can, being sure to do them 
right. Stop at once when time is called. Do not open the papers until told, so 
that all may begin at the same time. 

The teacher should then be sure that each pupil has a good pencil or pen. 
Note the minute and second by the watch, and say, BEGIN. 

Allow exactly five minutes 

Answer no questions of the pupils which arise from not understanding what 
to do with any given exercise. 

When time is up say STOP and then collect the papers at once. 



REPORT OF THE UTICA SCHOOL SYSTEM 



221 



No. I 
I have red, green and yellow papers in my hand. If I place the 
red and green papers on the chair, which color do I still have in 
Value, 1.2 my hand? 



Value, 1.2 



No. 2 
Think of the thickness of the peelings of apples and oranges. 
Put a line around the name of the fruit having the thinner peeHng. 



apples 



oranges 



No. 3 
Three words are given below. One of them has been left out 

of this sentence: I cannot the girl who has the flag. Draw 

Value, 1 .4 a line around the word which is needed in the above sentence. 



red 



Value, 1.4 



No. 4 
There are seven boys and twelve girls in a room, 
more boys than girls, write boys on the line below, 
than boys, write girls on the line below. 



If there are 
If more girls 



Value, 1.6 



No. 5 
If you would rather have a dollar than a little stone, do not put 
a line under dollar, but if you would rather have five dollars than 
a pencil, put a line under stone. 



dollar 



stone 



No. 6 
The first letter in the alphabet is " a." Below are some words 
containing the letter " a." Draw a line under the one in which 
Value, 1.7 the first letter of the alphabet is found the greatest number of 
times. 

hat easy baby age alas manfully 



Value, 1.8 



No. 7 
A child wrote these letters on the blackboard, b y a k. 
He then rubbed out one letter and put c in its place. He then 
had b y c k on the blackboard. What was the letter which 
he erased? 



222 THE UNIVERSITY OF THE STATE OF NEW YORK 

No. 8 
Count the letters in each of the words written below. You 
will find that pumpkin has seven letters, and thanks has six letters. 
Value, 1.9 One of the words has five letters in it. If you can find the one 
having five letters, draw a line around it. 

breeze thanks yours pumpkin duck 



No. 9 
Here are some names of things. Put a line around the name 
Value, 2.0 of the one which is most nearly round in every way like a ball. 

saucer teacup orange pear arm 

No. 10 
A recipe calls for milk, sugar, cornstarch and eggs. I have 
Value, 2.1 milk, sugar and eggs. What must I get before I can use the 
recipe? 



No. II 
We planted three trees in a row. The first one was nine feet tall 
and the last one was three feet shorter than the first one. The 
Value, 2.2 middle one was two feet taller than the last one. How tall was 
the middle one? 



No. 12 
Below are three lines. If the middle Une is the longest, put a 
cross after the last line. If the last line is the longest, put a cross 
Value, 2.2 after the first line. If the first line is the longest, put a circle in 
front of the middle line. 



No. 13 

Three men have to walk to a town ten miles away. Each man 

carries a load. The first carries 25 pounds, the second 30 pounds, 

Value, 3.1 and the third 40 pounds. The heavier the load the slower the man 

travels. In order that they may arrive in town at the same time, 

which man must start first? 



No. 14 
My house faces the street. If a boy passes my house going 
Value, 3.5 to school in the morning, walking toward the rising sun, with my 
house on his right hand, which direction does my house face? 



REPORT OF THE UTICA SCHOOL SYSTEM 



223 



No. 15 
Fred has eight marbles. Mary said to him: " If you will give 
me four of your marbles, I will have three times as many as you 
Value, 4.8 will then have." How many marbles do they both have together? 



Value, 8.9 



No. 16 

If in the following words e comes right after a more times than 

e comes just after i, then put a Hne under each word containing 

an e and an i, but if e comes just before a more often than right 

after i, then put a hne imder each word containing an a and an e. 

receive feather teacher beUeve 



224 THE UNIVERSITY OF THE STATE OF NEW YORK 



The Kansas Silent Reading Test 

For Grades 6, 7 and 8 
City State Date , 



Pupil's name Age Grade. 

School Teacher 



Directions for Giving the Tests 
After telling the children not to open the papers, ask the children on the front 
seats to distribute the papers, placing one upon the desk of each pupil in the class. 
Have each child fill in the blank space at the top of this page. Then make clear 
the following: 

Instructions to he read by teacher and pupils together 
This brief test is given to see how quickly and accurately pupils can read 
silently. To show what sort of test it is, let us read this: 

Below are given the names of four animals. Draw a line around the name 
of each animal that is useful on the farm : 

cow tiger rat wolf 

This exercise tells us to draw a line around the word, cow. No other answer 
is right. Even if a line is drawn under the word cow, the exercise is wrong, and 
counts nothing. The game consists of a lot of just such exercises, so it is wise to 
study each exercise carefully enough to be sure that you know exactly what you 
are asked to do. The number of exercises which you can finish thus in five 
minutes will make your score, so do them as fast as you can, being sure to do them 
right. Stop at once when time is called. Do not open the papers until told, so 
that all may begin at the same time. 

The teacher should then be sure that each pupil has a good pencil or pen. 
Note the minute and second by the watch, and say, BEGIN. 

Allow Exactly Five Minutes 
Answer no questions of the pupils which arise from not understanding what 
to do with any given exercise. 

When time is up say STOP and then collect the papers at once. 



REPORT OF THE UTICA SCHOOL SYSTEM 



225 



Value, i.o 



No. I 
The air near the ceiling of a room is warm, while that on the 
floor is cold. Two boys are in the room, James on the floor and 
Harry on a box eight feet high. Which boy has the warmer place? 



Value, 1.3 



No. 2 
If gray is darker than white and black is darker than gray, what 
color of those named in this sentence is lighter than gray? 



Value, 1.6 



No. 3 
We can see through glass, so we call it transparent. We cannot 
see through iron, so we call it opaque. Is black ink opaque, or is 
it transparent? 



No. 4 

My shepherd dog can run faster than any of my father's large 

herd of cattle, but he will not chase a rabbit because he learned 

Value, 2.0 long ago that a rabbit could easily outrun him. If my dog is no 

slower than other shepherd dogs, draw a line under the fastest 

runner of the three animals named below. 

rabbit shepherd dog cow 



Value, 2.2 



No. 5 
If you find a word in this sentence which may be used to denote 
color, draw a line under it, but if you do not find such a word, draw 
a line under the first word of the sentence. 



Va'ue, 2.3 



No. 6 
In going to school, James has to pass John's house, but does 
not pass Frank's. If Harry goes to school with James, whose 
house will Harry pass, John's or Frank's? 



Value, 2.4 



No. 7 
A boy goes to school in the morning, goes home at noon for 
lunch, returns to school at i o'clock and returns home at 4 o'clock. 
How many times does he travel between home and school that 
day? 



226 



THE UNIVERSITY OF THE STATE OF NEW YORK 



No. 8 
Here are two squares. Draw a line from the upper left-hand 
Value, 2.6 corner of the small square to the lower right-hand comer of the 
large square. 



No. 9 
A farmer puts one-half the hay from his field into the first stack, 
Value, 3.0 then two-thirds of what is left into a second stack, and the remain- 
der in a third stack. Which stack is the largest? 



Value, 3.9 



No. 10 
Below are two squares and a circle. If the circle is the largest 
of the three, put a cross in it. If one square is smaller than the 
circle, put a cross in the large square. If both squares are smaller 
than the circle, put a cross in the small square. 



O 



D 



Value, 4.0 



No. II 
" The curfew tolls the knell of parting day. 
The lowing herds wind slowly o'er the lea. 
The ploughman homeward plods his weary way. 
And leaves the world to darkness and to me." — (Gray). 
Study the above quotation carefully. The author lets us know 
his feeling about the coming of night. If you think his feeling 
is one of fear and dread, underscore curfew. If his feeling is one 
of peace and gladness, underscore ploughman. 



No. 12 
Read these carefully: 
Bears are larger than bugs. 
Houses are larger than bears. 
Value, 4.0 Mountains are larger than houses. 

Then bugs are not as large as mountains. 

I have tried to make no false statement among these four. If 
I have succeeded, underline the word success. If I have failed, 
underline the word failure. 

success failure 



No. 13 
If a man takes an hour to walk around a square, each side of 
Value, 4.3 which is a mile in length, how long will it take him to walk eight 
miles? 



REPORT OF THE UTICA SCHOOL SYSTEM 



227 



Value, 4.9 



Value, 5.8 



No. 14 
A list of words is given below. One of them is needed to com- 
plete the thought in the following sentence: The roads became 

muddy when the snow — . , r • t. 

Do not put the missing word in the blank space left in the 
sentence, but put a cross below the word in the list which is next 
above the word needed in the sentence. 
" water 
is 

melted 
snow 



No. 15 
I am writing this paragraph to test your ability to read what I 
compose. Underscore any word in the paragraph which has the 
same number of letters as the third word from the beginnmg of 
the paragraph, but which has none of the same letters. 



No. 16 
My mother's birthday and mine are on the same day. We 
always have a round birthday cake together. We put as many 
Value 10 2 candles in a row around the cake as my mother is years old, but 
not all the candles are white ones. We use as many red ones 
as I am years old. This year we used ten red ones. We found 
that between each two red ones we had to place two white ones. 
How old is my mother? 



228 THE UNIVERSITY OF THE STATE OF NEW YORK 

Nassau County Supplement to the Hillegas Scale for Measuring 
the Quality of English Compositions 

Directions for measuring: Compare the quality of your composition with 
quality of the samples on the scales. Assign to your composition the numerical 
value of that evaluated sample which most neariy equals it in merit. 

WHAT I SHOULD LIKE TO DO NEXT SATURDAY 

. I went going on to the Dox Saturdaye dnd day we the boys and I well 

going home and I well going the boys, and I will going these read in 

and they to night, and we or night. I well going a ground shalt and I 

gone out I will going to shea shouse and I will shoe or the skill of the 

. 004 shea of night. 

1 intend to mak a snou man and make an fort and fort snou ball at 
1 . chidem and hau I whist ma frant carolyn cole what were me I will going 
to the mauiss on Saturday. 
Georga will come went me. 

at night I will going out went my mother to the marce. 
I will mak the snou man and the fort in the moning and in the after- 
moon I will go to the mauies. 
1 . 06 I whist there whest school on Saturday 

2 . one next S aturday I expect to go to the city leve next G aturday to 
see my ofriend archie king I am going to grow to the baning balys circus 
with hime next S aturday fefore I go I have to do my jobs feedsing the 
cows ard horse ard chinkens and geese next Saturday 
My friend is a very good fellow to go and see So my mother S aid " If I 
do my work during Easter week vacation I can go to the baming baley 
1 . 93 circus with, hime 

Once a pon a time there was a girl. One day she asked me what I 
3.0 was going to do next Saturday so I said, " I am going to go for a swim." 
And she said, " thats 

just where I am going to." next Saterday came we both went down 

together. We came home at noon time, after dinner we went to the 

2.81 picktures. There we had a good time. And then came home at night. 

I would like to go out in the after noon and play catching the ball. 
4.0 Go over to Bertha's house and have a few girls to come with me and be 
on each others side. I have a tennis ball too play with. The game is 
that one person should stand quite aways from another person and throw 
the ball too one then another. Someone has to be in the middle and try 
too get the ball a way from someone then she takes this persons place 
3 . 84 who she caught the ball from. Then till every person has a chance. 

Next Saturday I should like to go away and have a good time on a farm. 
S.O I should Uke to watch the men plowing the fields and planting com, 
wheat, and oats and other things planted on farms. 

Next Saturday I will go to the Pioneer meeting if nothing happens so 
that I cannot go. I should like to go swimming but it is not warm 
enough and I would catch a bad cold. I should like to go to my; aunts 
and drive the horses, I do not drive without some older person with me, 
so I caimot go very often. 

I should hke to see my aunts cat and her kittens, too. I think I 
4.97 can, to. 



REPORT OF THE UTICA SCHOOL SYSTEM 229 

I should like to join my girl friends, who are going to the city on the 
6.0 9-05 A. M. train. They are going shopping in the mommg and will 
have lunch to-gether, then they are going to the Hippodrome. After 
the Hippodrome, they are all going home to dinner to one of the girls 
houses, she lives on Riverside Drive so they expect to take the " Fifth 
Avenue Bus " up there. The evening will be devoted to playing games, 
6.01 singing and dancing. 



If I had a thousand dollars to spend, I think I would take a trip to San 

7.0 Francisco by train with the rest of the family, and stop at a sea-side 

hotel. It would be glorious to see the surf again, and to escape from the 

cold blustering weather of December for the balmy breezes of the ocean, 

and the whiff of orange blossoms. 

We could take long drives under shady trees, visit the orange and 
olive groves and bathe in the surf. Think of bathing in the ocean in 
December! 

Coming home again I should enjoy stopping at Yellow Stone Park. 
It would be lots of fun to camp out, and to ride over the prairies on 
frisky ponies. It would be very interesting to notice the change^ of 
climate as we got farther east, and to go to bed on the train one evening 
feeling warm, and waking up the next morning feeling very chilly. 

I am afraid by the time I would get home a thousand dollars would 
7 . 22 be pretty well used up ; but if not I would like to give a party. 



One Sunday, towards the end of my summer vacation, I was in bathing 
8.0 at the Parkway Baths. In the Brighton Beach Motordrome, a few rods 
away, an aviation meet was going on. Several times one of the droning 
machines had gone whirring by over our heads, so that when the buzzing 
exhaust of a flier was heard it did not cause very much comment. Soon, 
however, the white planes of "Tom" Sop with's Wright machine were seen 
glimmering above the grandstand. Everyone stood spellbound as he 
circled the track several times and then headed out to sea. He was 
seen to have a passenger with him. Suddenly, the regular hum_ of his 
motor was broken by severe pops, and the engine ran slower, missing fire 
badly. In response, to Sopwith's movements, the big flier tilted and 
swooped down to the beach from aloft like an eagle. The terrified crowd 
made a rush to get out of the way as the airship came on, but Sop with 
could not land on the beach, but skimmed along close to the water 
instead. Suddenly his wing caught the water, and the big machine 
summersaulted and sank beneath the waves. The aviators soon came 
bobbing up and were taken away in a launch, but the accident will not 
8 . 00 soon be forgotten by those who saw it. 



The courage of the panting fugitive was not gone; she was game to 
9.0 the tip of her high-bred ears; but the fearful pace at which she had just 
been going told on her. Her legs trembled, and her heart beat like a 
triphammer. She slowed her speed perforce, but still fled industriously 
up the right bank of the stream. When she had gone a couple of miles 
and the dogs were evidently gaining again, she crossed the broad, deep 
brook, climbed the steep left bank, and fled on in the direction of the 
Mt. Marcy trail. The fording of the river threw the hounds off for a 
time; she knew by their uncertain yelping, up and down the opposite 
bank, that she had a Httle respite; she used it, however, to push on until 
the baying was faint in her ears, and then she dropped exhausted upon 
the grotmd. 



230 THE UNIVERSITY OF THE STATE OF NEW YORK 

Note. — The first seven of the above compositions, values o to 6.0, were 
written during the month of April 19 16, by children in the elementary grades of 
the schools in Nassau county, New York. The last three compositions, values 
7.0, 8.0 and 9.0, were selected from compositions which have previously been 
published by Professor E. L. Thomdike.^ 

The value assigned to "The Hunted Deer" (9.0) is that given it in the Thomdike 
Extension of the Hillegas Scale. ^ The value assigned to each of the other com- 
positions, values o to 8.0, is in each case the median rating of 139 judges who 
employed as the basis of their ratings the Hillegas Scale for EngUsh Composition 
by Young People.^ 

The unit of quality is the median deviation from the median judgment of the 
group of 202 judges used by Dr Hillegas in securing the final values of the com- 
positions appearing on the Hillegas Scale. In less technical terms, the unit of 
quality is such a difference in quality as was recognized by exactly 75 per cent 
of the original judges and not recognized by the other 25 per cent. For general 
purposes the bold face values are accurate enough although more exact values are 
given in small type. 



1 English Composition — 150 Specimens Arranged for Use in Psychological and Educational 
Experiments by Edward L. Thomdike. 6s cents. 

2 Thomdike Extension of the Hillegas Scale for Measuring the Quality of English Composition. 
8 cents. 

' Scale for the Measurement of Quality in English Composition by Young People, by Milo B. 
Hillegas. Scale and monograph, 30 cents. Scale 3 cents. Published by Bureau of Publications, 
Teachers College, New York City. 



INDEX 



Administration, 21-41 

Advanced school, 48, 49, 50, 51 

Age and progress records, 14, 211- 
14 

Albany Street school, 44, 47, 49, 50, 
51; scoring, 54, 56; playgrounds, 
57; ventilation, 62; thermometer 
readings, 63 

Ancient languages in the high school, 
126-27 

Arithmetic, in elementary schools, 
111-14; tests in, 152-64 

Audit of books, 34-35 

Automo^bile, for official use of su- 
perintendent of schools, 15 

Blackboards and bulletin boards, 68 

Bleecker street school, 43, 44, 48, 49, 
SO, 51; scoring, 54, 56; play- 
grounds, 57, 58; ventilation, 62; 
thermometer readings, 63 ; shower 
baths, 67 

Board of education, 10, 21-32; pow- 
ers, 21 ; meetings, 22, 26 ; com- 
mittees, 22 ; clerk or secretary, 22 ; 
rules and regulations, 23 ; tenure 
of office of members, 25; study of 
minutes, 25; question of printing 
proceedings, 25 ; committees bur- 
dened with administrative detail, 
27; meetings congested with mat- 
ters of petty administrative rou- 
tine, 28; its own purchasing agent, 
28; grants leaves of absence, 30; 
no consideration given to large 
educational problems, 31 ; func- 
tions of clerk, 32 ; audit of books, 
34-35; educational administration, 
38; summary, 40-41 

Bowls and baths, 67 

Brandegee school, 44, 45, 46, 49, 50; 
scoring, 54, 56; playgrounds, 57, 
58; ventilation, 62; thermometer 
readings, 63; toilet room, 66; 
shower baths, 6y; care of build- 
ings, 69 

Budget, 21, 33 

Buildings, scoring of, 11, 51-69; al- 
terations and repair, 29; supervi- 
sion of, 35-37; distribution of 
school buildings with relation to 
population, 42-48; historical sum- 
mary, 4&-S1; table, 49; care of, 
68; summary, 70^-71 



Buildings, superintendent of, 22, 29, 
34, .35 ; sale of materials, 34 

Buildings and grounds, committee 
on, 37 

Business affairs supervision, 32-34 

Chemistry, 131 

Classics in the high school, 126-27 
Classrooms, equipment, 68 
Cloakrooms, 67 
Commercial subjects in the high 

school, 132-38 
Composition, in the high school, 126; 

tests in, 165-68 
Costs, see Finances 
Council, of supervisors, principals 

and heads of departments, 12 
Course of study, in elementary 

schools, 13, 101-20; authorized by 

board, 39; summary, 118-20 

Deerfield No. i, 47, 48, 49, 50 

iJeertield, No. 2, 47, 49, 50 

Desks, 67 

Domestic science, see Home science 

Drawing, supervisor, 74; in elemen- 
tary schools, 1 17-18; in the high 
school, 138-39 

Drinking water, 66 

Educational supervision, 38r-4i 

Elementary schools, course of study, 
13, 101-20; daily programs of 
study followed, 103-8; instruction 
in, 109-20 

English, in elementary schools, no- 
il; in the high school, 124-26; 
tests in, 165-68 

English compositions, scale for 
measuring quality, 228-30 

Executive clerk, 33 

Expenditures, comparative school 
costs, 179-204 

Finances, 15, 21; supervision, 33; 
comparative school costs, 179-204 

Fire protection, 67 

Floor space and air space, 59-60 

Francis Street school, 44, 46, 48, 49, 
50 51; scoring, 54, 56; play- 
grounds, 57; ventilation, 62; ther- 
mometer readings, 63 

French, 128 



232 



THE UNIVERSITY OF THE STATE OF NEW YORK 



Geography in elementary schools, 

I 14-16 
German, 128 
Greek, 126 
Gymnasium, for the high school 

needed, 12, 84-85 

Handwriting, tests in, 174-78 

Health education, 15, 76, 205-10 

Heating, 61-66 

High school, see Utica Free Acad- 
emy 

History, in elementary schools, 116- 
17; in the high school, 129-31 

Home science, little attention given 
to, 12, 75 ; lack of broad construc- 
tive program for work in, 85 

Industrial arts, little attention given 

to, 12, 75-76; no courses given in 
high school, 14; lack of broad con- 
structive program for work in, 85 
Intermediate high schools, 16 

James Kemble school, 44, 46, 49, 50^ 

51; scoring, 54, 56; playgrounds, 
57; lighting, 61; ventilation, ..62 ; 
thermometer readings, 63 ; fire pro- 
tection, 67 
Junior high schools, 16 

Kemble school, 44, 46, 49, SO, Si; 

scoring, 54, 56 ; playgrounds, 57 ; 
lighting, 61 ; ventilation, 62 ; ther- 
mometer readings, 62, ; fire protec- 
tion, 67 

Kernan school, 44, 47, 48, 49, 50 ; 
scoring, 54, 56 ; playgrounds, 57 ; 
lighting, 61 ; thermometer read"- 
ings, 63 ; towels, 67 ; shower baths, 
67 ; fire protection, 67 ; vacuum 
cleaners, 68 

Kindergarten and primary grades, 
supervisor of, y^, 

Lansing Street school, 44, 46, 48, 49. 
so; scoring, 54, 56; playgrounds, 
57; ventilation, 62; thermometer 
reading, 63 ; no towels, 67 

Latin, 126 

Leaves of absence, granted by board 
of education, 30 

Lighting, conditions aflfecting, 60 

Mandeville school, 44, 46, 49, 50; 
scoring, 54, 56; playgrounds, 57; 
ventilation, 62; thermometer read- 
ings, 63 

Manual arts, little attention given to, 
12, 75-76; lack of broad construc- 
tive program for work in, 85 



Mary Street school, 44, 46, 49, 50, 
51; scoring 54, 56; playgrounds, 
57; ventilation, 62; thermometer 
readings, 63 ; " shower 'baths, 67 

Mathematics, 139 

Medical inspection, 76, 205-10 

Miller Street school, 44, 47, 49, 50, 
51; scoring, 54, 56; playgrounds, 
57 ; lighting, 61 ; ventilation, 62 ; 
thermometer readings, 63 

Modern languages in the high school, 
128-29 

Music, supervisor, 74 

Number 18 school, 44, 49, 50, si; 

scoring, 54, 56; playgrounds, 57, 
58; ventilation, 62; thermometer 
readings, 63 

Number 19 school, 44, 49, 50; scor- 
ing, 54, 56; playgrounds, 57; ven- 
tilation, 62 ; thermometer readings, 
63 ; lavatory, 67 ; no towels, 67 ; 
desks, 67 

Number 20 school, 44, 46, 49, 50, 51 ; 
scoring,_ 54, 56; playgrounds, 57; 
ventilation, 62; thermometer read- 
ings, 63 ; desks, 67 

Number 21 school, 44, 49, 50; scor- 
ing, .54. 56; playgrounds, 57; ven- 
tilation, 62 ; thermometer readings, 
63 ; no towels, 67 

Nurses, 205-10 

Organization and administration, 

21-41 

Parent-teacher associations, 87 

Penmanship, tests in, 174-78 

Physical geography, 131 

Physical training, handicapped 
through lack of gynasium, 12, 84; 
supervision, 74-75 

Physics, "131 

Playground activities, no supervi- 
sion, 12; municipal commission ap- 
pointed to organize, 57 ; appro- 
priation for, 57 

Playgrounds, 55-59 • . , 

Potter school, 44, 49, 50; scoring, 
54, 56; playgrounds, 57, 58; light- 
ing, 61 ; ventilation, 62 ; thermome- 
ter readings, 63 ; shower baths, 67 ; 
fire protection, 67; vacuum clean- 
ers, 68 

Principals, 12; experience, 77; time 
given to classroom supervision, 78 ; 
clerical assistance, 78; methods of 
supervision, 79-83 

Principals of grammar schools, 
scholastic and professional prepa- 
ration, 77 



REPORT OF THE UTICA SCHOOL SYSTEM 



233 



Programs of study in, elementary 

schools, 103-8, 215 
Progress records, 14, 211-14 
Promotion, common standards as a 

basis of, 85 
Prospect Street school, 44, 46, 49, 

50; scoring, 56; ventilation, 62 

Readin|^, in elementary schools, 10^ 
10; silent reading in high school, 
125; tests in silent reading, 171-74 

Recreation or recess periods, no su- 
pervision, 12 

Sales of materials, 34 

School buildings, see Buildings 

School plant, 42-71 

Science in the high school, 131-32 

Scoring of school buildings, 11, 51- 
69 

Sewing, supervisor, 74 

South Street school, 44, 45, 48, 49, 
so; scoring, 54, 56; playgrounds, 
57, S8; ventilation, 62; thermom- 
eter readings, 63; toilet room, 66; 
lavatory, 67; care of buildings, 69 

Spanish, 128 

Spelling, tests in, 168-71 

Study periods, 107 

Superintendent of buildings, see 
Buildings, superintendent of 

Superintendent of schools, should be 
chief executive of the board, 11; 
povirers and duties, 23; executive 
supervision, 32; system of office 
records, 39; should be a secretary- 
ship to, 39 

Supervised study, 107 

Supervision, 72-89; no broad, con- 
structive program, 11; need of 
more definite program, 14; sum- 
mary, 87-89 

Supervisors, special, 1 1 ; assistance 
to elementary staff, 13 

Supplies, purchasing of, 29 

Teachers, number, 12; substitute, 
12, 90; standards, 13; salaries, 13, 
96-99; probationary period, 13; 
appointments, 38; grade school. 



meetings, 85 ; professional reading, 
86; training, 92-94; experience, 
94-96; tenure of service, 94; sum- 
mary, 99-100; salary cost per 
pupil, tables, 201-3 

Teaching staff, 90-100 

Temperature readings, 63 

Tests, achievement in fundamental 
subjects as measured by, 151-178, 
216-27 

Toilet accommodations, 63 

Towels, 67 

Union Street school, 44, 45, 48, 49, 

50; scoring, 54, 56; playgrounds, 
57; ventilation, 62; thermometer 
readings, 63 ; lavoratory, 67 ; desks, 
67, 68 

Utica, 17-20; character of popula- 
tion, 10, 17 

Utica Free Academy, 14; building, 
47, 49, 51, 69-70; scoring, 56; 
thermometer readings, 63 ; no 
equipment for industrial work, 76 ; 
lack of articulation between work 
in higher grades and first year of, 
84; supervision of departments, 
84; failure to provide gymnasium 
facilities, 84; work in physical 
training, 84; organization and 
courses of study, 121-50; reaction 
of student body to course of study, 
139743; special activities, 143-44; 
pupils' aims beyond high school, 
148-49 ; summary, 149-50 

Vacuum cleaners, 68 

Ventilation, 61-66 

Vocational courses, none given in 

high school, 14 
Vocational school, discontinued, 48, 

76 

Wetmore school, 44, 45, 46, 49^ 50, 

51; scormg, 54, 56; playgrounds, 
57; lighting, 61; ventilation, 62; 
thermometer readings, 63; shower 
baths, 67; vacuum cleaners, 68, 
care of building, 69 



^ 



